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Lesson plans are also called lesson plans. The specific lesson plan designed by the teacher after preparing lessons is an important basis for a teacher to attend classes. For non-normal students or candidates, teaching plan design is a big difficulty. So this part is still worth making some efforts. This part requires the exam to be familiar with the contents of all English textbooks in Nanjing schools at all stages. Otherwise, when you see the text given in the title, you will be very surprised. You don't know the context of this text and the position of the article in the whole textbook, so you can't quickly determine the key points and difficulties of the text.

20 10 the last question of the real English question is the design of teaching plans, which is selected from the fifth unit 1 reading of the English module of senior two in Oxford Edition. But the problem is divided into four small problems, the last one belongs to the real lesson plan design, and the first three small problems are to make candidates better understand the content of the text and prepare for the final lesson plan design.

The first small problem is to fill in the form, asking candidates to fill in the reasons for betraying shamedupset according to the text. This question can be found by reading the text carefully and is easier to answer.

The second question is to summarize the general idea of the paragraph 1-3 in one sentence to test the examinee's ability to understand and summarize the text. For candidates who have passed CET-4 or have been studying English for many years, this question is not the most difficult, but it is still to test their English level. But you should pay attention to the words when summing up the main idea. You should be able to reflect the contents expressed in three paragraphs concisely and clearly.

The third sub-item analyzes sentence structure, translates it into Chinese, and examines the sentence analysis and translation level of candidates, which belongs to English grammar. When analyzing the sentence structure, we should first find out the subject, predicate and object of the sentence and determine the basic framework, and then look at the attributes, adverbials and complements in the sentence, which will also appear in the form of clauses. Step-by-step analysis from the whole to the part can clarify the level and structure of the sentence. Lay the foundation for later translation. Literal translation and free translation should be combined in translation, and attention should be paid to the relationship between sentences and context, so that the final Chinese sentences can conform to the habits of China people.

The fourth question requires candidates to design a vocabulary teaching process without writing teaching objectives. This part examines the ability to design lesson plans. First of all, it must be clear that the teaching plan includes: teaching content (teaching theme), teaching objectives, teaching priorities, teaching difficulties, blackboard writing design (and presentation. Ppt), main teaching methods, teaching tools, time allocation in each stage, teaching process (five links), teacher activities, student activities, design intentions in each stage, after-class evaluation and reflection, etc. This question does not require candidates to write the teaching objectives, only the teaching process. However, for candidates who are not familiar with textbooks and teaching methods, the fourth question is the most difficult to answer compared with the other three questions. The following focuses on English vocabulary teaching.

Vocabulary is the basis for students to learn English, and the ultimate goal of English vocabulary teaching is to cultivate students' ability to activate vocabulary effectively and automatically. In order to achieve this goal, teachers must flexibly use vocabulary teaching strategies, combine direct input knowledge method with indirect guidance teaching method, help students create effective learning methods suitable for them, maximize students' learning enthusiasm, improve their perception of words, and thus improve the overall level of English teaching. Vocabulary teaching plays an important role, so this topic especially requires candidates to design teaching plans for vocabulary. In order to get a higher score on this topic, candidates need to understand English teaching methods and design the teaching process with some vocabulary teaching methods, so that the teaching process displayed is scientific and reasonable and can receive better results.

For example, when speaking the word betlet, we can use the method of combining sound, shape and meaning, so that students can read the word according to the phonetic symbol [bi'trei] first, remember the shape of the word with the phonetic symbol, be+tr+ay, and focus on the pronunciation of the ay combination, so that the word is not difficult to write. You can also associate be with betrayal and remember the meaning of words. It can also expand the meaning of this word, not only "betrayal"; "Betrayal" also means "betraying, exposing (unintentionally), causing ...". After clarifying the meaning of a word, we should also clarify that the part of speech of the word is a transitive verb, and let students know the application of the word in a specific context in the form of example sentences. Then, we can use chain teaching to teach synonyms, antonyms and homographs or homophones. Bevert is a verb, so students can get the third person singular, present participle, past tense and past participle through association. Just like its past participle form, betrayal is used in the text, so that students can learn the whole picture of words at once, expand their horizons quickly and improve their ability to use these words.

This article can only give a simple example, hoping to play a pull-out role. After the examinee has a certain understanding of some English teaching methods, it is not difficult to design the vocabulary teaching process, so as to get an ideal score on this topic.

In short, if candidates master the steps of compiling lesson plans and English teaching methods, they can answer lesson plan design questions with high speed and high quality.