悉尼代写论文:写作经验

2017-06-24 16:49

我有效地介绍了写作的课程目标和写作结果，并指派学生写一篇描述一个面带微笑的男人的文章。我的口头指导是看他们搭档的作品，比较他们的反应，确保句子符合评估焦点。更有能力的学生表现得很好，是因为他们事先掌握了文学技巧、句子结构、有效的词汇和观察上下文的能力，而能力较差的学生则使用简单而简单的句子。在这一点上，我提出了一些提示，要求他们写一个男人的微笑，用北极字冷冷的一行描述。这一次，学生们也分别曾在他们的任务完成了，我问他们比较他们的反应板上的模型的句子：“Fisher先生有一个北极亮度微笑”。而作为一个阶级和比较他们的句子，学生不得不考虑如何描述在那里工作，什么文学设备的使用，使句子更有效。显然，一些少能力学生可以构建“北极”一句因为他们不知道这是什么意思。然后，我提供了一个词库支持，要求他们首先查找单词，然后，使用拟人化或图像和精心的句子结构的其他一些技术来构建一个句子，这符合课程的目标。学生们仍然挣扎在明喻、隐喻、使用等情况；因此，一组学生被交换到更多知识分享他们的例子，那些能力不足的同事提供支持，加强文学手法的使用，运用有效的词汇和正确的结构。在额外的支持下，学生们想出了各种各样的句子。他们还提供了完成任务所需的技能清单。这是作为一个班级工作，仔细阅读和解释。在伍德的术语中，这是一个以互动教学的特点来演示权变教学的阶段。我指明了材料并为大会做好准备。
悉尼代写论文:写作经验
I introduced the lesson objectives and outcomes of writing effectively, and assigned the students to write a one line description of a man who is smiling coldly. My verbal instruction was to look at their partner’s work and compare their responses, ensuring that the sentences matched the assessment foci. The more competent students performed very well because of their pre-existing knowledge of literary devices, sentence structure, effective vocabulary, and the ability to look at the context, whilst the less capable students used very simple and uncomplicated sentences. At this point, I provided some prompt by asking them to write a one line description of a man who is smiling coldly, using the word ARCTIC. This time, the students also worked individually and upon their task completion, I asked them to compare their responses with the model sentence on the board: “Mr. Fisher had a smile of arctic brightness.” While working as a class and comparing their sentences, the students then had to consider how the description worked there, what literary devices were used to make the sentence more effective.Obviously, a few of the students with less competence could construct a sentence with the word ‘arctic’ because they did not know what it meant. I then provided a thesaurus support, asking them to first look up the word and then, using some other techniques of personification or imagery and careful sentence structure to construct a sentence, which meets the objectives of the lesson. The students still struggled with the use of a simile, metaphor, etc.; therefore, a group of more knowledgeable students was swapped to provide support to those less competent peers by sharing their examples, reinforcing the use of literary devices, using effective vocabulary and correct structure. With the additional support, the students came up with a variety of sentences. They were also provided with a checklist of expected skills they needed to accomplish the task. This was done as a class work, thoroughly read and explained. In Wood’s terminology, this was a stage where I demonstrated contingent teaching with the features of interactive instruction. I indicated the material and prepared them for the assembly.