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首页 新课程理念下初中英语课堂教学基本模式(The basic model of English cl…

新课程理念下初中英语课堂教学基本模式(The basic model of English classroom teaching in junior high school under the new curriculum concept).doc

新课程理念下初中英语课堂教学基本模式(The basic mo…

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2018-04-15 0人阅读 举报 0 0 暂无简介

简介:本文档为《新课程理念下初中英语课堂教学基本模式(The basic model of English classroom teaching in junior high school under the new curriculum concept)doc》,可适用于社会民生领域

新课程理念下初中英语课堂教学基本模式(ThebasicmodelofEnglishclassroomteachinginjuniorhighschoolunderthenewcurriculumconcept)新课程理念下初中英语课堂教学基本模式(ThebasicmodelofEnglishclassroomteachinginjuniorhighschoolunderthenewcurriculumconcept)ThebasicmodelofEnglishclassroomteachinginjuniorhighschoolunderthenewcurriculumconcept()newteachingmodeFirst,followtheidea:Curriculumreformisthecorepartofcurriculumimplementation,andthebasicwayofcurriculumimplementationisclassroomteachingTheoutlineofthecurriculumreformofbasiceducation(TrialImplementation)clearlypointsoutthattheteachingprocessisaninteractiveprocessofteacherstudentinteractionandcommondevelopmentIntheteachingprocess,todealwiththerelationshipbetweenimpartingknowledgeandcultivatingability,cultivatestudents'independenceandautonomy,toguidestudentstoquestion,investigate,explore,learninpractice,makinglearningprocessundertheguidanceoftheteachers,activeandfullofpersonalityTheteachingreformrequiredbythenewcurriculumshouldcarryoutthestrategyof"makingtheclassroomfulloflifeanda,shouldbegradualfromeasytodifficult,givestudentsfullofconfidenceandensurethepracticeexpandthebreadth,surfaceandimprovetheefficiency,effectivelyincreasethestudents'languagepracticeopportunitiesTeachersshouldpayattentiontopraisestudentsatalltimes,givethemconfidence,arousetheirenthusiasm,andcultivatedivergentthinkingStep:Production(practice)Topracticeinafullpractice,practiceismainlyaimedatthelanguagematerialsinNewCurriculumflexiblyexpressionofpractice,teachersshouldgivestudentstheopportunitytopracticemore,andgraduallyreducethecontrolofstudents,letthemtrytoindependentlyuselanguagecommunicationTeacherscanguideoneortwogroupsofstudentstodemonstrate,andletstudentsconductinformationexchangeactivitiesingroupsIntheprocessofgroupcooperationandexchange,weshouldappropriatelycarryoutstudentselfevaluation(Assessing),sothatstudentscanfeelthejoyofsuccessinpracticeStep:Progress(consolidation,promotion)ThissectionisacomprehensiveconsolidationofthestructureandfunctionlearnedinthislessonTherearemanyformsofconsolidationTheycanbesongs,games,orexercisebooksTheycanbespokenorwrittenFinally,giveabriefsummaryofthelessonandplantheappropriatecourseassignments(two)unitreviewteachingmodelUnitfollowstherulesofthereviewclass:Thesocalledreview,thatis,throughacertainformofteachingactivities,thestudentshaveacquiredscatteredEnglishknowledgebyanalysis,classification,andorganicallylinkedtogetherSoastodeepenunderstanding,enhancememory,makeknowledgeorganizedandsystematized,andthenachievemasteryAndonthisbasis,knowledgetransferintoabilitytraining,sothatdifferentlevelsofstudentshavetheirownincomeInthereview,teachersshouldgivefullplaytotheirleadingroleatthesametime,wemustpaymoreattentiontotheroleofthemainroleofstudents,therighttostudyautomaticallytothestudents,mostofthetimetostudentsThestudentsinteacher'sguidanceundertheinspirationofautonomousparticipation,selfexperience,throughavarietyoflearningactivities,withtheeyes,earsandnose,handsandbraintomultisensoryexperience,soastoobtainvariousfound,thenallkindsofthinkingactivities,finallyusethelanguagetoexpressTwo,reviewtheclassroomteachingmodel:Showthetasktoguidestudentstoselfstudyandreviewteamcooperationandcommunication,discussthequestionanddifficultyanalysisexperience,expandandimprovetheselfstudyexaminationtopicdiscussionandeffectclassclassprojectThree,reviewtheclassroomteachingsteps:()presentingthereviewingtaskThislinkshouldpayattentiontothedesignfromthebasictotheability,notonlytotakecareofwords,sentences,grammarreview,butalsopayattentiontolistening,speaking,readingandwritingtraining(two)instructstudentstoteachthemselvesInthislink,theteachershouldmakedetailedteachingactivitiesaccordingtothetaskshedesigned,sothatstudentscanachievetheeffectofselfstudyintheiractivitiesToreviewthewords,forexample,theanswerformorgameform,sothatstudentsarewillingtoparticipatein,increaseinterest(three)groupcooperation,exchangeanddiscussionSetbigtasksintosmalltasks,scattertheknowledgeandgrammarinthelanguageenvironment,andletthestudentsachievetheuseoflanguageinsmalltasksInthissection,studentscanmemorizekeysentencesandapartsTheycantranslatememory,groupwordsandsentencestructuresWhenreviewingthetext,thetaskbasedteachingmodelenablesstudentstoexperienceactivities,notonlyreviewingtheoldknowledgepoints,butalsoinnovatingontheoriginalbasisIngroupwork,theteachervisitsandprovidesindividualcoaching(four)questioningandanalyzingThestudentsdonotunderstandtheproblem,theuseofmilitaryteachingmethods,teacherguidanceandanalysisLetstudentssumupthemselves,solvetheirownproblems,summarizetheirabilitiesandsolvepracticalproblems(five)experience,expandandimproveAccordingtothewordsentenceinthetext,letthestudentbyawordassociationandmanyrelatedphrases,andmultiplesentencesintheformoforalexpression,tothepoint,withafulltraining,thephraseused,butalsoimprovethestudents'thinkingability,atthesametime,somestudentswillfeelasenseofsuccessinlearningEnglishreinforcementlearningfunTousevariousmeanstocreateavarietyofscenarios,designvariouskindsofpracticalactivities,letthestudentshaveadesiretolearnimpulse,willingtodedicatethelearningprocess,andactivelylearnandusethelanguage,masterthelanguageintheprocessofexperience(six)discussthetopicandchecktheeffectofselfstudyBasedonreviewingthebasicknowledgeandtrainingthinkingability,verbalorwrittentrainingonthetopicofthisunit,improvethecomprehensiveabilityofstudents,atthesametimeforthereviewoftheunittaskandreviewthecontentoftheexamination,students'selfstudylearningeffect(seven)classclassprojectThislinkshouldpayattentiontothetopicselection,trainingstudents'weakpoints,docheckmissingtrap(three)teachingmodeoflisteningandspeakingcourseinjuniorhighschoolAppliestoeachunitofSection,A,AGrammar,focusandSection,B,ADtwopartsofteachingSectionAisthebasiccontentoflanguage,andistheinputstageoflanguageSectionBisanintegralpartoflanguageusageandknowledgeexpansion()teachingobjectives(Teaching,aims):(teacherscanmakedifferentobjectivesaccordingtothestudents'level,developmentlevel,anddifferentstudentscanassigndifferenttasks,sothatallstudentscanaccomplishthetaskthroughtheirefforts)(two)taskactivityandthelanguageneededtocompletethetask(Taskbased,teaching,activities):LanguageGoal:Taskone:(basiclanguage,knowledge,goals)Targetlanguagetargetlanguage:Tasktwo:(aspercontent)(three)teachingpreparation(Teaching,materials):WhatdoestheTeacher:teacherneedtodobeforeclass,whatteachingaidstoprepare,andthedemonstrationsrequiredfortheclassStudents:whatdostudentsneedtoprepareforthislesson(thislinkcanbeflexiblyhandledbyteachersaccordingtospecificteachingcontent(four)teachingprocess(Teaching,procedures):Modulewarmup(Warmingup)Inthisactivity,teachersarehandledflexiblyaccordingtothecontentoftheinstruction,andthefollowingmethodsandproceduresarechosentopicexchange(FreetalkordailyEnglish)Combinethecentraltopicofthisunit,Teachersandstudentsorstudentstointeract,tocarryoutoralcommunicationactivitiesreviewbrainstorming(RevisionorBrainstorm)Relativetothetopicofthisunit,studentswithrelevantcontentsofthelearned,toreviewoldknowledge,teacherscanleadthestudentstoreviewthetopicandRelatedwordsandphrases,createappropriatecontext,reviewthesentenceandtensegrammarBrainstormingactivitiescanalsobecarriedout,Lenovoandtopicsrelatedtothecontent,tostudyingroups,taketheoldwithnew,expandknowledge,knowledgereservesforthenewlessonForexample,askdirections,directions,thecentraltopic,contactstudentsinthepasttolearntherelevantcontent,theoldknowledgereviewNext,to,go,straight,on,turn,leftright,etcModulecentertaskactivity(Main,tasks)(Note:thetaskismainlybasedonthecontentofclassroomteachingdesign,eachunitshouldbeacentraltasktocompletethistaskrequiresalotoftargetlanguage,thetargetanddistributedtoeveryclassinthestudyinthispartisaroundthecentraltaskofdesignintosmalltasks,eachtaskactivitieslearningtouseasmallpartofthetarget,ateacherisaccordingtothetargetlanguagelearningprocesstodesignactivitiesandtasksmaybelessthan,canbesimpleorcomplex,bigandsmall,arenotlimitedto,studentscansuccessfullycompletethetaskoflearningforthepurposeofthefollowingstepsisbasedonthisprincipleandthebasicdesigntheoperationmethodisnotfixed,immutableandfrozenframeTeacherscanrefertoitTaskone:TaskshouldbethesimplesttaskinthetopicofthisunitThelanguageusedshouldbethemostbasiclanguageoftheclassThefirstandthesecondpersonshouldbeusedbasicallyThetargetlanguageismainlytheAcpartStepAlearningtargetlanguageSpeaking:Talkaboutthepictureinapictures,teachersguidestudentstoathepictureoffreedomofexpression(whichisaprocessoftrainingstudents'Englishthinkingimportantandnecessary),teacherscangiveappropriatequestions,accordingtothestudents'knowledgebasedquestionanswering,Forexample:What,can,you,see,in,the,picture,How,many,,people,are,there,picture,in,theWhat,are,they,doingGuidestudentstoobservepicturesandmakeoralexpressionsStudynewlanguage:Ateaching,throughthepictureaboutnewlanguageknowledgelearning,learningtasksthetargetvocabularyandsentencepatterns,andthenprovidedintheAimageofthesceneortocreatenewcommunicationpracticeexperience,theuseoflanguagecontextStepblisteningtraining,Listen,and,do,b:,teachingb,completetheteachingcontentofBTeachersshouldhelpstudentsmakecleardemandsandgivesomeguidanceonlisteningmethodsWhenrecording,thefirstrecordingisonlylistening,nopractice,andthesecondtimerecordingiscompleted,Listen,and,complete,the,materials:,hearingmaterialreuse(flexibleprocessinglink)Oneofthebiggestcharacteristicsofthenewtextbookislisteningtextdoesnotappearinthetextbooks,ineverydayteachingactivitieseasilyignored,buttheyarealsothemainteachingcontent,eachunitinthisregard,teacherscantakethewordorthemethodsofdialogueleakagedisruptedtheorderrearrangementofthelisteningmaterialsarenotcompletetopresentthemtothestudentsStudentswillcompletethematerialaccordingtothecontextandexistinginformationcanalsobewrittendictation,orsortoftraining(thisstep,teachersshouldbeflexible,accordingtothecontentoftheteaching,forthemoredifficulthearingmaterialscanbehandledthisway)Listenandrepeat:listen,listeningexercises,studentshavemorecompletelisteningmaterials,thenlistenandletthestudentsreadtherecordingmaterialsentences,questionsanddialogue,trainingthecorrectpronunciationandintonation,tofurtherconsolidatethetargetlanguage,LaythefoundationforthetaskstobedonelaterTeachersandstudentsareadvisedtopracticewitheachotherinthisprocessStepctaskactivityTheteacherflexiblyadoptsoneofthefollowingmethodsaccordingtothestudents'knowledge:Pairwork:practicetheconversationspairspracticedialogue,accordingtothecontentofdialogue,imitatepracticeMakeasurvey:surveyreportofteachersaccordingtothetopicputforwardthetask,giventheappropriatecontext,throughlanguageorpicturesthatcanbemakeasurveyorbeareportermaketonewconversationsoralcommunicativetask,letstudentslearntousethelanguagetocompletethetaskTaskTwo:Taskshouldbetheextensionandexpansionoftask,withthetopicoflisteningmaterialsasthetaskactivitycenter,thebasicthirdperson,thetargetlanguageismainlyAbpartofthecontent,theactivitiesfocusonlisteningandspeaking(partab)StepprelisteninglistentothepreactivitiesTalk,about,the,pictures,in,ABforapicturedescriptionAhearingisextendedonthebasisofb,thedifficultyshouldbelargerthanb,therefore,inthedesignofteachingactivities,tobuildanalternativetoclimbingtheladderbypictures,listeningtopicwayforstudentstoreducethedifficultyofpreheatingInthelisteningpractice,teacherscanguidethestudentsontheaandbthepictureoffreedomofexpression,caninspirestudentstothinkofspecificquestions,leadthestudentstopredictwillhearthecontent,mobilizethestudentstoactivelyparticipateinactivitiesStepWhilelisteninglisteningactivity,Listen,and,do,Alistentotherecording,completetheApartofthepractice,afterthepictureisexpressed,thestudentsonthecontentoflisteningtopredict,understand,reducethedifficultyoflisteningStudentslistentothefirsttimeatthesametime,generallycansuccessfullycompletethecontentofa,andforBlisteningtolayasolidfoundationBeforelisteningtotherecording,theteachershouldpayattentiontoleadthestudentstograspthekeyinformation,Listen,and,do,blistentotherecording,completetheBpartofthepractice,listentotherecordingagain,accordingtotheAexercisecontent,complement,completetheBexercises,guidestudentstotheinformationforeffectivescreeningandprocessinglistenandanswerlistenandanswerthequestions(flexiblelink)tocompletetheaandB,teacherscanredesignageneralproblemaccordingtothecontentofthehearing,judgmentorchoice,totrainstudents'abilitytoidentifytheauthenticityoftheinformation(thisstep,teachersshouldbeflexible,accordingtothecontentofteachingsettings,forthemoredifficulthearingmaterialscanbedealtwiththisway,easymaterialsareoptional)StepPostlisteninglistentoafteractivities,,Complete,the,conversation,Order,the,conversation,missingwords,fillintheblanksdialoguesequencingFillinthemissingwordssettotakeintoaccountthefocusofthiscourse,thecourseofthebasicsentencesandthekeywordssuchasleakagewordcontent,letthestudentsinlisteningtrainingandstrengthentheimperceptiblymemorizingvocabularyandsentenceunittopicListenandrepeatReadaloud:toreadorreadaloud(necessary)Thestudentsarefamiliarwiththelisteningmaterial,listentothetapeagainandletthestudentsfollowInthisway,thelimitedlisteningmaterialscanbeheardandusedagainandagainIntheprocessoflisteningandreading,thestudentscandeveloptheskillsoflisteningandspeakingItisalsoaneffectivemeanstohelpstudentsunderstandandrecitelanguagematerialseffectivelyAtthesametime,itlaidthefoundationforC'sPairworkModule,Consolidation,and,ExtensionconsolidationandexpansionTaskThree:TaskisthecentraltaskofthisclassItisthesynthesisandexpansionoftaskandtaskItiscalledmixedapplicationThetargetlanguageincludestaskandtask,twopartsCPairworkStepimitatetheexercisesaccordingtothedialogueStep活动:做一个新的对话教师根据话题提出任务借助于图片与相关的关键词的提示让学生运用所学目标语言完成任务。教师设计的任务应尽量贴近学生生活生活就是知识生活化的角色更易于调动学生参与的积极性要使用有限的课程资源尽可能多地为学生提供”开口说英语”的机会。步骤。摘要小结语法重点进行语法归纳掌握目标语言的语言结构。在这个环节中要重视时态、语态和语言结构在实际生活中的作用通过训练和小结让学生明白所学习的语言结构在什么语境情况下使用具体的、不同的语言环境应使用具体的、不同的时态和语态怎样用让学生感悟、进行实践。步骤。作业本课时的作业可以布置听写听力材料的听力和以编写对话或写小短文为主的笔头两个作业让有听力条件的学生再巩固听力并将课堂口语任务活动落实到书面。(五)教学反思(思想感情):(四)初中英语阅读教学模式英语教学目标对学生阅读能力的培养提出了越来越高的要求而现行教材内容具有大的时间跨度文化背景知识比较复杂传统的教学手段又难以奏效因此我们要以”课文”为中心培养学生的阅读能力形成”感知课文理解课文复述课文阅读反馈”的阅读教学模式:一、感知课文。学生自读课文并从中找出不懂的单词和句子然后教师教授本课新单词以便解决学生的部分问题。之后学生质疑教师或能力好的学生逐一解决质疑的问题初步扫清学生的阅读障碍。。播放课文录音学生跟读纠正学生在发音过程中的单词读音、语调等为学生朗读课文做好铺垫。。教师领读进一步纠正学生的语音语调问题并熟悉课文。。学生自读并检查学生自读课文以后教师进行抽查看学生是否能够熟练的朗读课文。二、理解课文。设置问题教师可先设置几个简单的是没有问题的。让学生带着问题去阅读之后回答问题检查学生阅读情况。。在学生熟读课文的基础上要求学生口头翻译课文这一环节学生可以合作完成在合作的过程中学生再次质疑找出不理解的句子。。理解课文教师提出问题要求学生带着问题进行精读然后回答问题。问题的设置可分为以下几类:()就文章表层意思提出的题目()就对文章整体意思的理解提出的题目()就文章的思想性提出的问题()能启发学生深入思考的题目()能启发学生概括自己的理解的题目。在回答问题时个别问题可采用讨论的形式进行以便顺利的完成阅读教学。。再次阅读课文让学生更进一步理解课文。三、复述课文。精讲知识点在学生理解课文的基础上教师对课文中出现的知识点进行详细讲解并进行举例示范达到学以致用的目的。。学生复述课文在课文结束时结合学生的理解和所学知识点的应用对课文进行复述要求学生尽量把要点和课文的思想有机的穿起来。。播放录音让学生和自己的复述情况做比较弥补自己的不足。Four,readingfeedback,thedesignofconciseexerciseswiththetextisaveryimportantpartoftheteachingofreadingItisalsothekeyembodimentofthesuccessofthewholeteachingdesignWiththeadvantagesofmultimediateaching,multipleslidescanbedesignedfororalpracticedesigntheclassforminutes,summarizeandreviewtheknowledgeinthisclass,andputitintothestudent'swriting,accordingtotheactualsituationofstudents,expandappropriateextracurricularreadingarticlesThroughtheaboveteachingmode,trainingjuniorhighschoolstudents'Englishreadingability,cangraduallyimprovethestudents'readinglevel,andlayagoodfoundationforthefutureteaching(five)grammarteachingmodelinjuniorhighschoolGuidingideology:"InthenewEnglishcurriculumstandard"asaguide,combinedwiththeactualsituationofthestudentsinEnglishgrammarteaching,sothatstudentswithknowledgeofEnglishlearningandpractice,andgraduallymastertheknowledgeandskillsofEnglish,strengthenthecommunicativefunctionoflanguageandimprovetheabilityoflanguageapplicationGrammarteachingshouldpayattentiontothesystematic,hierarchical,communicativeanddiversityprinciple,tomeetthestudents'cognitionandthelawofdevelopment,fromtheoutsidetotheinside,fromtheshallowertothedeeperstepbystepmannerteaching,payattentiontotheapplicationoffunctionalgrammarBasicobjective:BylearningtomakethestudentsmasterthebasicknowledgeofEnglishgrammarUnderthepremiseofmasteringknowledge,createscenarios,guidestudentstodosomelanguagecommunicationpractice,andimprovestudents'communicativeabilityStrengthentheguidanceofstudents'learningmethodsandtheguidanceoflearningstrategies,sothatstudentscandevelopgoodstudyhabitsandimprovetheirabilitytolearnBasicmode:showthegoal(minutes):firstofall,showtheteachingobjectivesofthislesson,sothatstudentscanunderstandthetasksofthislesson,sothatstudentsclearthedirectionoflearning,forthepreparationofnewknowledgeStimulatestudentslearningmotivation,butalsotomobilizetheenthusiasmofstudentslearningshowinganewlesson(minutes):()importPresentingnewcoursecontent,weshouldpaymoreattentiontoleadinImportnaturalinteresting,canleadstudentsintotherole,tomobilizetheirenthusiasmforlearningTheintroductioncanbecarriedoutonthebasisofreviewingthecontentsoftheoldlesson,andtherelevantknowledge,suchasthesentencesinthetext,songsoranimations,willbetakenseriouslybythestudentsandthelanguagewillbeappreciated()presentanewlessonThissectioncanbeusedtosummarizetherulesthroughchaptersorsentencesTeacherscanguidestudentstosummarizethecreationofcontext,inspirationButalsothroughthecoursestudyshowstherules,sothatstudentsaccordingtothesituationfordialogueandcommunicationItcanalsocreatescenarios,letstudentsfeelthestructureofthelanguage,andfindoutthelawconsolidatedrills:(minutes)()oralcommunicationpractice:teachersputforwardrequirements,determinethetask,studentslearntousetherulesofgrammarsentencetranslation,dialogue,readingandoralpractice,byerroranalysis,thespecificapplicationtolearngrammaticalrulesinoralandwrittenEnglish()groupcooperationexercises:creatingscenarios,groupingexercises,interactingwitheachother,exploringindependentlyandfeedbackeachother,andpractisingknowledgepointsfrommanyanglesRisefromknowledgetoskill,knowledgedevelopment:(minutes)forthemiddleschoolentranceexamination,manyofthelinksintheexaminationquestionsItcanalsoexpandsomeBritishandAmericancustomsandgeneralknowledgesoastobroadenstudents'horizonsandstimulatetheirlearningenthusiasmItcanalsobeanextensionofknowledgeorapromotionofabilityclassroomtests(minutes):"thestudents'abilitiesarenottaught,butpracticed""Therefore,studentsmustbetrainedtofeedbacktimelyaftertheirlearning,andfurtherlearnknowledgeintoabilityEachclassmustselectquestions,bedisplayedormadeofpaperdetection,theuseofcourseware,timelyfeedbackDo"aclear"Whenthetrainingtimeisgenerallylessthanminutes,toensurethatstudentswillbeabletotransferfromthelearnedknowledgeintoabilityAtthesametime,thecontentoftrainingistoapplyknowledge,solvepracticalproblemsanddevelopability,withoutrotelearningClassroomtrainingcaneffectivelyimprovetheefficiencyofclassroomteachingforminutes,butalsogreatlyreducetheacademicburdenonstudentsclasssummary(minutes):emphasisanddifficulty,thetestpreciseexplanationanderrorcorrectionShunKouLiutosummarizememorythatsummaryBasicmethod:Thefirstissituationalteaching:grammarteachingwiththecombinationofstructureandsituationThestructureisprescriptive,andthesituationisdescriptive,teachinggrammarinameaningfulcontext,andlanguagecommunicationbecomesthebasisofgrammarlearningWeshouldmakefulluseofPPTcourseware,flashanimation,picturesandothermodernmultimediameanstocreatelanguagesituationforstudents,andhelpthemunderstandthestructureandcommunicationoflanguageThesecondchapteristheteaching:thesentenceanddiscourseunitstoimplementgrammarteaching,grammarteachingonthebasisofdiscoursecanavoidtoomanycomplicatedknowledge,theknowledgecontentiseasytobeacceptedbystudentsandthewholeInthecourseofapplication,vocabulary,grammarandphoneticscanbecomprehensivelyreflectedinthetextThismethodisalsoconducivetofinetalk,morepractice,improvetheefficiencyofminutesofclass,grammarlearninghasbecomeactivewater,morevitalityThethirdisgrammarteachinginsentencepatternsLetstudentsfamiliarizethemselveswiththecontentandmakeconsciousnotesandimitate,suchas"replace","retell","transform"andsoonHelpstudentsdiguptherelationbetweengrammaticalrulesandlanguagefunctions,andpromotetheformationanddevelopmentoftheircommunicativecompetence***JimiSoft:,Unregistered,Software,Convert,Part,Of,File,Read,Help,To,Know,ONLY,How,To,Register**
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新课程理念下初中英语课堂教学基本模式(The basic model of English classroom teaching in junior high school under the new curriculum concept)

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