中很多教学活动都是体现了在用中学的理论，如书中有这样一个例子：用报纸把

Many teaching activities are reflected in the theory with the school, such as the book there is such an example: an apple wrapped in newspaper and then put into a bag, then start with some English sentences: I think ..., It's probably ..., It can not be ... then let students experience across the bag, and then leads to a number represents the shape, structure of vocabulary to write on the blackboard, to enable students to use the words organized sentences to express their feelings, speculation. And finally the apple out to show to the students, then teach to all parts of the name of the vocabulary, such as stem, core, etc., expand vocabulary associated with Apple, such as the results of a series of processes apples, time, location, etc. After completing the relevant vocabulary and then allow students to use their imagination and write a story about the apple. In this process, not only with the actual creation of context we expand students' vocabulary, but also played a student's imagination, the full exercise of sentences, writing ability, and even a small apple can extend out so much content, it positive teacher is teaching wisdom reflected, so that students having gone through observation, feeling, guess, learning, depth, and so writing process, the acquisition of knowledge, learning generation, harvested in the classroom.

Many of the teaching activities are reflected in the theory of using middle school, such as the book such as the book: a newspaper to wrap an apple and put it in a bag, and then with some English sentence type to start: I think..., It's probably..., It can't be... Then let the students feel through the bag, and then lead to some words indicating shape, structure written on the blackboard, let students use these words to organize sentences to express their feelings, guess. Finally, the Apple to show to students, and then teach the various parts of the name vocabulary, such as stem, core, etc., to expand the Apple-related vocabulary, such as Apple results of a series of processes, time, place, etc. , after learning the relevant vocabulary and then let students use their imagination to write a story related to Apple. In this process not only combined with the actual creation of the situation to expand the vocabulary of students, but also played the imagination of students, fully exercise the ability to make sentences, composition, a small apple can extend so much content, which is the embodiment of teachers' teaching wisdom, so that students experienced observation, feeling, guessing, learning, in-depth, After writing and other processes, learn knowledge, learn in the build, and harvest in the classroom.

Many of the teaching activities are embodied in the theory of using middle school. For example, there is an example in the book: wrap an apple in a newspaper and put it into a bag, then start with some English sentence patterns: I think , It’s probably… , It can’t be… Then let the students feel through the bag, and then draw some words that represent shape and structure to write on the blackboard. Let the students use these words to organize sentences to express their feelings and guess. Finally, I will show the apple to the students, and then teach them to use the name vocabulary of various parts, such as stem, core, etc., to expand the vocabulary related to apple, such as a series of process, time, place, etc. of Apple results. After learning the relevant vocabulary, I will ask the students to use their imagination to write a story related to apple. In this process, it not only expands students' vocabulary, but also gives full play to students' imagination, fully exercises their ability of sentence making and composition. A small apple can extend so much content. This is the embodiment of teachers' teaching wisdom, which enables students to learn after experiencing the process of observation, feeling, guess, learning, in-depth and compilation Knowledge, learning in generation, harvest in class.<br>