澳洲代寫：教師的教學方法
本分析的目的是通過分析教師在課堂上使用的有效的現有教學方式來確定合適的教學方法。
勞拉班的老師正在給想要學習英語的學生上中級班。教師試圖傳播閱讀課文中的概念，以引入閱讀活動。在視頻中，班上大約有12名學生。很難猜出學生的國籍。然而，很明顯這些學生的母語不是英語。老師們用了很多方法和教學工具來證明她的觀點。下面幾節將介紹這些內容。
澳洲代寫：教師的教學方法
勞拉老師開始和學生們對話。她最初是用“想要妻子”的信息畫的。這是一個簡單的兩個詞，老師想把重點放在創造類比上。課堂上的對話通常以各種方式進行。這包括整個課堂作業和集體練習。老師創造了一個供學生討論的概念。這些有效的對話技巧是由老師培養出來的。很明顯，老師的努力是使演講發展的原因。這些不是簡單的問題和答案。最後還有角色扮演來顯示對話的多樣性。勞拉教學生如何尊重他人，以及英語中使用的先天肢體語言。當老師要求學生在演講中涵蓋不同的部分時，探索性的對話進一步擴大。有一些有用的提示。有效的對話和溝通的特點在於學生的實際學習情況。這些都反映在內容中。這些是從課堂上設計出來的實用觀點。本文的理論框架和分析如下。
澳洲代寫：教師的教學方法
The purpose of this analysis is to determine the appropriate teaching method from analysis of the existing teaching styles that the teacher use in the classroom to be effective.
The teacher of the class Laura is trying to teach a lesson that is for the upper intermediate class for the students who wants to learn about the English language. The teacher is trying to disseminate about the concepts from the reading text to bring in a reading activity. There are around 12 students in the class in the video. It is difficult to guess the nationality of the students. However, it is evident that the students are not native speakers of the language. The teachers use a number of modalities and teaching tools to make her point. These are explored in the following sections.
澳洲代寫：教師的教學方法
Laura the teacher started a dialogue with the students. She initially drew board with the information “Wife wanted”. This was a simple two words and the teacher wanted to focus on creating the analogies. The dialogues in the classes in general occur in a variety of ways. These include the whole class work and also group exercise. The teacher created a concept for the students to discuss. These effective dialogue techniques were fostered by the teacher. It was evident that the teacher’s efforts were the reason to develop the speech. These were not simple question and answers. There was role playing in the end to indicate the variety of dialogues. Laura taught the students about being respectful and also the innate body languages that are used in the English language. The exploratory dialogue was further extended when the teacher asked the students to cover the different segments in the speech. There was use of the useful prompts. The features of effective dialogue and communication are about the actual learning that happens to the students. These were reflected in the content. These are the practical perspective that was devised from the class. The theoretical framework and analysis are probed in the following.
