Lesson 6 Dynamic Performance
英语驵教研活动记录(3篇)
第1篇Date: [Insert Date]Location: [Insert Location]Participants: [List of Participants]Facilitator: [Name of Facilitator]Duration: [Insert Duration]---I. IntroductionThe English curriculum development research and development activity was organized to enhance the teaching and learning experience of English language students. The objective was to explore innovative teaching methods, integrate technology effectively, and assess the impact of various curriculum strategies on student performance. This record aims to document the key activities, discussions, and outcomes of the session.---II. Agenda1. Opening Remarks and Objectives2. Review of Current English Curriculum3. Exploration of Innovative Teaching Methods4. Integration of Technology in the Classroom5. Assessment and Feedback Mechanisms6. Group Work and Case Studies7. Discussion and Feedback8. Closing Remarks and Action Plan---III. Opening Remarks and ObjectivesThe facilitator began the session with a brief overview of the objectives of the activity. The main goals were:- To identify gaps and challenges in the current English curriculum.- To explore and discuss innovative teaching methods that can enhance student engagement and learning outcomes.- To investigate the effective integration of technology in English language teaching.- To develop strategies for assessing and providing feedback on student progress.---IV. Review of Current English CurriculumThe participants engaged in a constructive discussion about the current English curriculum. Key points raised included:- The need for a more balanced approach to grammar, vocabulary, reading, writing, and speaking skills.- The inclusion of relevant and contemporary topics that resonate with students.- The importance of personalized learning experiences to cater to diverse student needs.---V. Exploration of Innovative Teaching MethodsParticipants shared various innovative teaching methods that they had found effective in their classrooms. Some of the methods discussed were:- Project-based learning (PBL) to encourage student autonomy andcritical thinking.- Flipped classrooms to promote self-directed learning and active participation in class.- Gamification to make learning more engaging and fun.- Collaborative learning activities to foster teamwork and communication skills.---VI. Integration of Technology in the ClassroomThe group explored how technology could be integrated into the English language classroom. Suggestions included:- Using digital platforms for interactive lessons and activities.- Incorporating multimedia resources such as videos, podcasts, and interactive quizzes.- Implementing language learning apps and online dictionaries to support vocabulary development.- Utilizing social media for peer-to-peer interaction and collaborative projects.---VII. Assessment and Feedback MechanismsParticipants discussed the importance of effective assessment and feedback in the English language classroom. Key points included:- The need for a variety of assessment methods, including formative and summative assessments.- The use of rubrics and checklists to provide clear criteria for evaluating student work.- The importance of timely and constructive feedback to guide student progress.- The implementation of self-assessment and peer-assessment to promote reflective learning.---VIII. Group Work and Case StudiesThe session was divided into small groups, where participants worked on developing case studies based on real-life scenarios. Each group focused on a different aspect of the English curriculum, such as:- Developing a PBL project on environmental sustainability.- Creating a flipped classroom lesson plan on the history of English literature.- Designing a gamified activity to teach grammar concepts.- Implementing a technology-based assessment tool for vocabulary learning.---IX. Discussion and FeedbackAfter presenting their case studies, groups engaged in a lively discussion, providing feedback and suggestions for improvement. The facilitator summarized the key points and ensured that all participants felt their contributions were valued.---X. Closing Remarks and Action PlanThe facilitator concluded the session by highlighting the key takeaways and emphasizing the importance of continuous professional development in English language teaching. An action plan was developed, outlining the following steps:- Implementing selected innovative teaching methods in classrooms.- Integrating technology resources into lesson plans.- Conducting pilot assessments to evaluate the effectiveness of new strategies.- Sharing best practices and challenges with the wider teaching community.---XI. ConclusionThe English curriculum development research and development activity was a productive and insightful session. Participants left with a renewed enthusiasm for teaching and a wealth of ideas to enhance their practice. The shared knowledge and collaborative spirit will undoubtedlycontribute to the ongoing improvement of the English language curriculum.第2篇Date: [Insert Date]Location: [Insert Venue]Duration: [Insert Duration]Participants: [List of Participants]Facilitator: [Name of Facilitator]Objective: To enhance the effectiveness of English language teaching strategies and explore innovative approaches to student engagement.---I. IntroductionThe English language teaching (ELT) research and development (R&D) activity was organized to foster a collaborative environment where educators could share insights, discuss challenges, and brainstorm solutions to improve the teaching and learning of English. The objective was to integrate new pedagogical methods, technologies, and resources into our teaching practices to create a more dynamic and engaging learning experience for our students.II. Opening RemarksThe session commenced with a brief welcome address by the facilitator, who emphasized the importance of continuous professional development in the field of ELT. The facilitator highlighted the need for innovative approaches to cater to the diverse needs of students in a rapidly evolving educational landscape.III. Presentation on Current Teaching PracticesTo kickstart the discussion, the facilitator presented a brief overview of the current teaching practices employed by the participants. This included traditional methods such as grammar-based instruction, vocabulary building exercises, and reading and writing workshops. The presentation also covered the use of technology in the classroom, such as interactive whiteboards and educational apps.IV. Group Discussions: Challenges and SolutionsThe participants were divided into small groups to discuss the challenges they faced in their teaching practices. Each group was tasked with identifying common issues, such as student disengagement, lack of resources, and diverse learning styles. The groups then brainstormed potential solutions to these challenges, focusing on the following areas:A. Student Engagement1. Incorporating more interactive and student-centered activities into lessons.2. Utilizing multimedia resources, such as videos, podcasts, and online games, to make learning more engaging.3. Encouraging peer collaboration and group work to foster a sense of community in the classroom.B. Lack of Resources1. Leveraging open educational resources (OER) to supplement classroom materials.2. Collaborating with other educators to share resources and ideas.3. Advocating for additional funding and support from educational institutions to improve resource availability.C. Diverse Learning Styles1. Implementing differentiated instruction to cater to various learning styles, such as visual, auditory, and kinesthetic.2. Using a variety of teaching methods, such as lectures, discussions, and hands-on activities, to accommodate different learning preferences.3. Providing opportunities for students to express themselves through various forms of assessment, such as presentations, portfolios, and reflections.V. Presentation of Innovative ApproachesFollowing the group discussions, selected participants presented innovative approaches they had implemented in their classrooms. These included:1. Flipped Classroom: Students watched video lessons at home and used class time for interactive activities and discussions.2. Project-Based Learning (PBL): Students worked on real-world projects that required them to apply their English language skills in context.3. Game-Based Learning: Incorporating educational games into lessons to make learning more enjoyable and interactive.VI. Technology Integration WorkshopsTo further enhance the participants' technological skills, a series of workshops were conducted on various educational technologies. These workshops covered topics such as:1. Creating interactive lessons using educational platforms like Kahoot! and Quizizz.2. Utilizing digital storytelling tools to encourage students to express themselves creatively.3. Implementing online collaboration tools like Google Classroom and Microsoft Teams to facilitate remote learning and communication.VII. Feedback and ReflectionAt the end of the session, participants shared their feedback and reflections on the day's activities. The majority of participants expressed a strong desire to continue exploring innovative teaching methods and integrating technology into their classrooms. They also highlighted the importance of ongoing professional development and collaboration among educators.VIII. ConclusionThe ELT R&D activity was a resounding success, providing participants with valuable insights, practical strategies, and a renewed sense of enthusiasm for their profession. The session not only fostered a collaborative spirit but also equipped educators with the tools and knowledge needed to enhance their teaching practices and ultimately improve student learning outcomes.IX. Action PlanTo ensure the continuation of the positive outcomes from this activity, the following action plan was developed:1. Regular Follow-Up Meetings: Schedule monthly follow-up meetings to discuss progress, share resources, and address any ongoing challenges.2. Mentorship Program: Establish a mentorship program to pair experienced educators with those new to the profession.3. Resource Library: Create an online resource library to store and share materials, tools, and best practices.4. Professional Development Workshops: Organize regular workshops and training sessions to keep educators up-to-date with the latest ELT trends and technologies.By implementing this action plan, we aim to create a sustainable environment that supports continuous improvement in English language teaching and learning.第3篇Date: [Insert Date]Location: [Insert Venue]Participants: [List of Participants]Facilitator: [Name of Facilitator]Duration: [Insert Duration, e.g., 3 hours]---I. IntroductionThe English education research and development activity was organized to explore innovative teaching methods, share best practices, and discuss the challenges faced in the field. The objective was to enhance the quality of English language teaching and learning in our institution.II. Opening RemarksThe session commenced with a brief welcome address by the facilitator, emphasizing the importance of continuous professional development for teachers and the significance of research in shaping effective teaching strategies.III. Session 1: Current Trends in English Language Teaching1. Topic IntroductionThe facilitator introduced the topic by highlighting the current trends in English language teaching, including the integration of technology, the importance of communicative approaches, and the role of digital literacy.2. Group DiscussionParticipants were divided into small groups to discuss the following questions:- How can technology be effectively integrated into English language teaching?- What are the benefits and challenges of communicative approaches?- How can we develop digital literacy skills in our students?3. Group ReportsEach group presented their findings, emphasizing the following points:- The use of educational apps and online platforms can enhance student engagement and provide personalized learning experiences.- Communicative approaches focus on student interaction and can improve language proficiency.- Digital literacy can be developed through project-based learning and the use of digital tools.IV. Session 2: Case Studies of Successful English Language Programs1. Topic IntroductionThe facilitator presented case studies of successful English language programs from various educational institutions, focusing on their innovative approaches and outcomes.2. Discussion and AnalysisParticipants engaged in a detailed discussion and analysis of the case studies, identifying the following key factors for success:- Clear learning objectives and outcomes.- Diverse teaching methods and resources.- Strong teacher-student relationships.- Continuous assessment and feedback.3. Reflection and SharingEach participant shared their reflections on the case studies, discussing how these programs could be adapted to their own teaching contexts.V. Session 3: Challenges and Solutions in English Language Teaching1. Topic IntroductionThe facilitator addressed the challenges faced by English language teachers, including student motivation, classroom management, and assessment.2. Interactive SessionParticipants engaged in an interactive session, sharing their own experiences and challenges. The following solutions were proposed:- Creating a positive and engaging learning environment.- Using varied teaching techniques to cater to different learning styles.- Providing ongoing professional development opportunities for teachers.3. Group WorkParticipants worked in groups to develop practical strategies to address specific challenges, such as:- Motivating students through gamification and interactive activities.- Managing the classroom effectively through clear expectations and consistent discipline.- Implementing formative and summative assessment methods to track student progress.VI. ConclusionThe research and development activity concluded with a summary of the key points discussed throughout the session. The facilitator emphasized the importance of collaboration, innovation, and continuous improvement in English language teaching.VII. Action Plan1. Develop a technology integration plan for the English language curriculum.2. Implement a pilot project using communicative approaches in the classroom.3. Conduct regular professional development workshops for teachers on classroom management and assessment techniques.4. Share best practices and resources through a collaborative platform for teachers.VIII. FeedbackParticipants were encouraged to provide feedback on the activity, which will be used to improve future research and development sessions.---This record serves as a comprehensive documentation of the English education research and development activity, highlighting the key discussions, findings, and action plans to enhance the quality of English language teaching in our institution.。
新概念英语第二册第六课6课课件
03
Lesson 5
Review and practice of all three tenses covered in this lesson.
05
02
Lesson 2
Introduction to the present simple tense and related vocabulary.
05 Interaction and discussion
Classroom interactive session
目的: 通过课堂互动，提高学 生的口语表达和听力理解能力 。
教师引导: 教师提出问题， 引导学生进行讨论。
实施方式
小组讨论: 学生分组讨论， 分享观点和意见。
Student questioning session
01 Course Introduction
Course objectives
Language knowledge
To help learners master basic English grammar and vocabulary, including present simple, present continuous, and past simple tenses.
Learning suggestions and prospects
Practice
Integration
Prospects
It is essential for students to practice the new vocabulary and grammar they have learned in this lesson through speaking and writing activities.
新标准大学英语第二册Unit6教案
新标准⼤学英语第⼆册Unit6教案新标准⼤学英语综合教程第⼆册Unit 6 Sporting LifeMy dream comes truePredictingIdentifying features of a formal writing style through readingOrganizing Students’ oral discussion by showing them how to present information and opinionsAnalyzing trends by using patterns observed and researched athlete, born in 1972, who won the gold medal for the heptathlon at the 2000 Sydney Olympic Games. After her 2000 Olympic gold medal event, she was given an OBE, an honor given by the Queen, to recognize her contribution to sports and other championships.In the 2004 Olympic Games she had to withdraw due to injuries. She retired from sports in 2005. 2. Why is an Olympic medal prized more highly than other sports trophies? 3. Can spectators help an athlete to win?4.Is it important to support your favorite player, your teamor your country?Answer the questionsWhich phrases in the passage tell us that: 1. the race took place in the evening?2. the writer felt very nervous before the race?3. the writer had decided to use the strategy she had worked out earlier?4. the writer was going to put all her effort into the race?5. nothing except winning or losing would be important after the race?6. the writer stopped thinking about one thing and started thinking aboutsomething else?7. the writer refused to allow herself to think that she’d won?8. the writer worried that she might have lost? sudden change in movement 轻柔地；轻轻地 e.g.1. She kissed her baby gently on the cheek.她温柔地吻了吻她孩⼦的脸颊。
牛津英语Unit6教案：应用多媒体技术,塑造生动形象课堂
牛津英语7A Unit6教案：应用多媒体技术，塑造生动形象课堂教学是一项艰苦而有意义的工作，教师们不仅要教学生学习知识，还要有创意地让学生们喜爱学习，在教学过程中，合理地运用多媒体技术是至关重要的。
现如今，高科技设备和多媒体教学手段的不断完善，让教师们能够更好地满足学生的学习需求，为学生们提供更丰富、更多样化的学习体验。
在教学中应用多媒体技术，不仅可以增强学生的兴趣和参与度，还可以更好地传达知识和信息，使教学变得生动有趣。
如何应用多媒体技术让学生爱上学习，享受学习呢？以下是牛津英语7A Unit6教案借助多媒体技术塑造生动形象课堂的一些思路和实践。
一、准备多媒体素材，创设情境在教学过程中，教师们可以根据课程内容，自己创造一些多媒体素材，让学生身临其境，感受到教学的魅力。
例如，在教学生们学习动物的课程里，教师们可以制作一些与动物相关的短视频，引导学生们了解动物的生活习性、食性、习性等。
在教学生们学习形容词的课程里，教师们可以制作一些精美的图片，让学生们感受到形容词的丰富性和可塑性。
二、多媒体展示，丰富知识内容学生们在课堂上面对单一的教学方式，容易产生厌烦情绪，因此在课堂教学中，多媒体展示已成为一种绝佳的选择。
教师们可以通过多媒体投影仪，播放一些形象生动、内容丰富的PPT 或视频，来引导学生们了解更多深入的知识。
如在教学生们学习环保的课程里，可以播放一些关于环保的视频短片，让学生们掌握关于环保的知识点，从而树立环保意识，积极参与环保活动。
三、应用多媒体互动，激活课堂传统的课堂教学模式总是以教师为中心，学生们被动接受知识。
如何通过多媒体互动，让学生们参与到教学中来呢？教师们可以通过开展多元化的教学活动，走进学生的内心，激活学生们的学习兴趣。
例如教师可以准备一些配有答案的教学视频，让学生们可以根据教学视频答题，让学生们增加学习的趣味性和参与度；还可以通过现场抢答、知识竞赛等社交性的小游戏来让学生们在竞争中更好地掌握知识。
高中高考3500词汇检查单词英译汉
expert
front
generation
convenient
industry
moment
pretty rush hurry beyond separate divide similar profit benefit beneficial terrible smell track transport whole entire advance ahead worry apologise couple
listen sound voice taste part join role section attend pretend
intend
attempt
decide
carry
mind
explain explanation
research search
pick future invite vace experiment
design point appoint present absent wait walk seem appear disappear die available busy spare control case idea think consider consideration lesson degree mention noting pass past personal share enjoy prepare preparation
计算机专业英语
•PC (Personal Computer) 个人计算机•CPU (Central Processing Unit) 中央处理器•RAM (Random-Access memory) 随机存储器•ROM (Read-Only Memory) 只读存储器•BIOS (Basic Input/Output System) 基本输入输出系统•IDE (Integrated Drive Electronics) 智能磁盘设备•PCI (Peripheral Component Interconnect) 外部设备接口•SCSI (Small Computer System Interface) 小型计算机系统接口•CD-ROM (Compact Disc, Read-Only Memory) 只读光盘•EEPROM (Electrically Erasable Programmable Read-Only Memory)•电可擦除只读存储器•DVD-ROM (Digital Versatile Disc, Read-Only Memory)•只读数字化视频光盘•USB (Universal Serial Bus) 通用串行总线•LAN (Local Area Network) 局域网•DSL (Digital Subscriber Line) 数字线用户•VDSL (Very high bit-rate DSL) 甚高位率数字线用户•POST (Power-On Self-Test) 开机自检•TFT(Thin-Film Transistro) 薄膜晶体管•LCD(Liquid Crystal Display) 液晶显示屏•CRT(Cathode Ray Tube) 阴极射线管•DLP(Digital Light Processing) 数字光处理技术•LCoS(Liquid Crystal On Silicon) 硅基液晶（也缩写为LCOS）•SED(Surface-conduction Electron-emitter Display) 表面传导电子发射显示• OLED(Organic Light-Emitting Diode) 有机发光二极管•PDP(Plasma Display Panel) 等离子显示器•OS (Operating System) 操作系统•API (Application Program Interface) 应用程序接口•RTOS (Real-Time Operating System) 实时操作系统•BASIC(Beginners All-purpose Symbolic Instruction Code)BASIC 语言（初学者通用指令码）•JIT(Just-In-Time compilation) 即时编译•VM (Virtual Machine) 虚拟机•GUI (graphical user interface) 图形用户界面•URL (Uniform Resource Locator) 统一资源定位符•TCP (Transmission Control Protocol) 传输控制协议•UDP (User Datagram Protocol) 用户数据报协议•IP (Internet Protocol) 网际协议•JDBC (Java Database Connectivity) Java数据库连接•SDK (Software Development Kit) 软件开发工具包•SQL(Structured Query Language) 结构化查询语言•IBM(International Business Machines Corporation) 国际商用机器公司•ANSI(American National Standards Institute) 美国国家标准协会•ISO(International Organization for Standardization)国际标准化组织•DBMS(Database Management System) 数据库管理系统•RDBMS(Relational Database Management System )关系型数据库管理系统•ODBMS(Object-oriented Database Management System)面向对象的数据库管理系统•IMS(Information Management System)信息管理系统•CICS(Customer Information Control System)客户信息管理系统•DDBMS(Distributed Database Management System)分布式数据库管理系统Lesson 1 How PCS work•When you mention the word “technology”，most people think about computers．•当提到“技术”这个词时，大多数人就会想到计算机。
2024年度Teacher Recruitment Exam English Teaching De
Teacher Recruitment Exam English Teaching DesignTemplate•Overview of English Teaching Design•Design of teaching content andmethods•Analysis of learner characteristics•Design of teaching objectives andevaluation criteria •Teaching process and activity design •Teaching Reflection and Improvement Strategies 目录01 Overview of English Teaching DesignThe definition and importance of instructional designDefinitionInstructional design refers to the systematic planning of instructional materials, activities,and assessments to facilitate learning and ensure student achievement of desired outcomes ImportanceEffective instructional design is crucial in English language teaching as it helps create astructured and engaging learning environment that cats to the needs and abilities ofstudents, enabling them to acquire language skills effectivelyGoalsTo promote language acquisition and development through meaningful andauthentic communicationTo foster cross cultural understanding and awareness through the exploration ofdiverse topics and themes•To cultivate critical thinking and problem-solving skills through analytical and evaluative tasksPrinciplesStudent centered: Designs should be tailed to meet the interests, needs, andabilities of individual studentsCommunicative: Activities and materials should resource active participationand interaction among studentsAuthenticContent and resources should reflect real world contexts and purposes to enhance reliability and engagementCollaborativeGroup work and pair work should be integrated to promote cooperation and teamworkDesignSteps1. Analyze learners' needs, interests, and abilities2. Set clear and achievable learning objectives3.Selectappropriateteaching methodsand strategies4.Designengaging andinteractive learningactivities 5.Create or adapt resources and materials to support learningDesignDesign•Plan for assessment and evaluation ofstudent learningDesignProcessesNeeds Analysis:Identify students'current level of English proficiency,learning styles, and interests through surveys,interviews,or diagnostic testsCurriculum Planning:Develop a comprehensive current that aligns with the learning objectives,taking into account theDesignLesson Planning01Prepare detailed lesson plans that outline the specificobjectives, activities, resources, and assessments for each classsessionMaterial Development02Create or adapt textbooks, worksheets, multimedia resources,and other supplementary materials to enhance learningAssessment and Evaluation03Design formative and summary assessments to monitor studentprogress, provide feedback, and inform instructional decisions02 Design of teaching content and methodsSelection and organization of teaching contentContent Selection CriteriaChoose content that is age appropriate, aligns with current goals, andcorporations real world examples to engage studentsOrganizing PrinciplesOrganize content theoretically, logically, or by skill level to ensure a logical andcoherent flow of instructionIntegration of Language SkillsIncorporate all four language skills (listening, speaking, reading, and writing) intolesson plans to promote comprehensive language developmentThe selection and application of teaching methods Communicative Language Teaching (CLT)Utilize CLT to resource student interaction and communication through roleplays, group discussions, and simulationsTask Based Language Teaching (TBLT)Implement TBLT by designing tasks that require students to use language forauthentic purposes, such as problem solving or project based learningBlended LearningCombine online resources and classroom instruction to create a dynamic andinteractive learning environmentInnovation and Practice of Teaching Methods•Differentiated Instruction: Tailor instruction to meet the needs ofdiverse learners through differentiated activities, assessments, andresources•Collaborative Learning: Foster collaborative learning through groupwork, peer tutoring, and collaborative projects to promote studentengagement and teamwork•Integrating Technology: Level technology tools such as interactivewhiteboards, language learning apps, and online resources to enhancestudent learning and engagement•Reflective Practice: Regularly reflect on teaching practices, studentprogress, and less outcomes to continuously improve instructionalstrategies and techniques03 Analysis of learner characteristicsCognitive characteristics of learnersLearning StylesIdentify if students are visual,auditory, or kinetic learners to tailor teaching methodsPrior KnowledgeAssess students' previousknowledge and experiences todetermine starting points andpotential gapsCognitive Abilities Evaluate students' reasoning, problem solving, and critical thinking skills to design appropriate lesson plans and activitiesAttention Advisor students' attributes rewards learning English to address any barriers and foster a positive learningenvironment MotivationIdentify students' interestsand goals to create engagingand motivating less plans Anxiety Recognize and address any language related Anxiety students may have to ensure a comfortable learning experienceEmotional factors of learnersCulturalBackground Knowledge and respect students'cultural backgrounds to create inclusive and relevant teaching materialsLanguageBackgroundAssess students'firstlanguage and any previouslanguage learning experiencesto understand potentialtransfer issuesSocialEnvironmentAdvisor students'socialenvironments,such as familysupport and peer groups,tounderstand how they mayinfluence learningLearner's social cultural background04 Design of teaching objectives and evaluation criteriaDefine clear and specific teaching objectives that align with the current requirements and student needsUse action verbs to describe the expected learning outcomes and levels of achievement Ensure that the teaching objectives are measurable and achievable within the given timeframeCommunicate the teaching objectives to students at the beginning of the course to set clear expectationsThe formula and expression of teaching objectivesDevelop evaluation criteria that are consistent with the teaching objectives andcurrent requirements Design assessments that are valid, reliable, and fair to all studentsThe formulation and implementation of teaching evaluation standardsUse a combination of quantitative and qualitative assessment methods toevaluate studentperformance Provide timely and constructive feedback to students on their performance and areas for improvementEstablishment of teaching evaluation and feedback mechanism01Establish a systematic process for collecting feedback fromstudents, peers, and other stakeholders02Encourage open and honest communication by creating a safeand supportive environment for feedback03Analyze the collected feedback to identify strengths,weaknesses, and areas for improvement in teaching practices04Use the feedback to develop an action plan for improvingteaching effectiveness and student learning outcomes05 Teaching process and activity designAnalysis ofteachingobjectives Clearly define the knowledge, skills, and attributes that students are expected to acquire by the end of the lessonStudentassessmentIdentify students' currentlevels of expertise and areasthat require improvementthrough diagnostic tests,interviews, or previousperformance recordsLesson planningOrganize the content intological sequences thatfacilitate studentunderstanding, ensuring asmooth transition from onetopic to anotherPlanning and arrangement of the teaching processDesign and implementation of teaching activities Engaging introductionCreate an interesting and relevant opening activity to capture students' attention and motivate them toparticipate in the lessonInteractive activitiesIncorporate a variety of interactive activities such as role plays, group discussions, and simulations toengage students and enhance their language skillsDifferent instructionDesign activities that cat to different learning styles and abilities, allowing all students toparticipate and make progressMultimedia resourcesUtilize audio, visual, and digital resources such as videos,podcasts, and interactive websites to enhance students' learning experiences要点一要点二Authentic materialsIncorporate authentic texts such as newspapers, magazine articles, and real life examples to expose students to real world language useCollaborative toolsLevel collaborative tools such as Google Docs or Padlet to resource student collaboration, creativity, and critical thinking要点三Integration and utilization of teaching resources06 Teaching Reflection and ImprovementStrategies01 02 03Reflection on teaching contentExamining the alignment of lesson plans with current goals, assessing the effectiveness of teaching materials and resources used, and considering the relevance and interest of topics covered for students Reflecting on teaching methods Evaluating the variety of teaching techniques utilized, such as lectures, discussions, group work, and interactive activities, and considering how well these methods involve students and facilitated learningReflecting on student learningAssessing students' understanding, engagement, and progress through observation, questioning, and feedback, and considering how to address any identified learning gaps or challengesThe Content and Methods of Teaching Reflection03Seeking feedback from peers and me 01Incorporating active learning strategies: Implementingtechniques such as think air share, role plays, simulations,and case studies to resource active participation andcritical thinking among students02Utilizing technology in the classroom: Integrating digitaltools and resources, such as online databases, interactivewhiteboards, and educational apps, to enhance student engagement and support differentiated instructions Strategies and Measures for Teaching ImprovementTHANKS感谢观看。
六年级上册英语说课稿《Unit6Howdoyoufeel-3Blearn》人教(PEP)
六年级上册英语说课稿《Unit6 How do you feel-3 B learn》人教(PEP)一. 教材分析本课是PEP教材六年级上册Unit 6 How do you feel的第三课时，B部分的学习内容。
本节课主要围绕情感展开，通过学习，学生能够运用所学知识进行情感的表达，增进同学之间的了解。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析六年级的学生已经具备了一定的英语基础，对学习英语有较高的兴趣。
但学生在情感表达方面还存在一定的困难，需要通过本节课的学习，提高他们的情感表达能力。
此外，学生之间的交流和互动还不够积极，需要教师在课堂上加以引导和鼓励。
三. 说教学目标1.知识目标：学生能够听懂、会说、会读本节课的重点单词和句型，如“How do you feel?”“I feel happy/sad/tired/ill.”等。
2.能力目标：学生能够运用所学知识进行情感的表达，增进同学之间的了解。
3.情感目标：通过本节课的学习，学生能够更加关注自己的情感，学会关心他人。
四. 说教学重难点1.重点：本节课的重点是学生能够掌握并运用所学单词和句型进行情感的表达。
2.难点：学生能够正确运用情态动词“can”进行情感表达，如“Can I helpyou?”。
五. 说教学方法与手段本节课采用任务型教学法，通过各种任务活动，引导学生参与课堂，提高他们的语言运用能力。
同时，运用多媒体教学手段，如图片、视频等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语对话，询问学生近期的学习和生活情况，引导学生进入英语学习氛围。
2.导入（10分钟）：教师通过展示图片，引导学生谈论图片中人物的情感，为新课的学习做好铺垫。
3.新课呈现（15分钟）：教师通过情境模拟，展示本节课的重点单词和句型，引导学生进行学习。
4.课堂练习（15分钟）：学生进行小组活动，运用所学知识进行情感表达，教师巡回指导。
八年级下册英语冀教版第六课笔记
八年级下册英语冀教版第六课笔记1. Title: "The Power of Music"Title in Chinese: 音乐的力量2. Vocabulary:- Melody (旋律)- Harmony (和声)- Rhythm (节奏)- Genre (类型)- Emotional impact (情感影响)- Therapeutic effects (治疗效果)- Cognitive development (认知发展)- Cultural expression (文化表达)3. Theme: This lesson explores the profound influence of music on human emotions, health, cognition, and society as a whole. It highlights the universal language of music that transcends boundaries and unites people across cultures.主题：本课深入探讨音乐对人类情感、健康、认知及整个社会的深远影响，强调音乐作为一种超越界限、联结不同文化的普遍语言。
4. Paragraph 1: Music is a unique form of artcharacterized by its melodic patterns, harmonious combinations, and rhythmic structures. It encompasses various genres, such as classical, pop, rock, jazz, folk, and many more, each with its distinctive style and appeal. The power of music lies not only in its aesthetic beauty but also in its ability to evoke strong emotional responses in listeners. A melancholic ballad might bring tears to our eyes, while an upbeat dance track can instantly uplift our mood.第一段：音乐是一种独特的艺术形式，以其旋律模式、和谐组合和节奏结构为特点。
北舞六级结束动作自编教案
北舞六级结束动作自编教案Title: North Dance Level 6 Ending Movement Self-composed Lesson Plan。
Introduction:In this self-composed lesson plan, we will explore the ending movement for the North Dance Level 6. The ending movement is a crucial part of any dance performance, as it serves as the final impression that the audience will have of the dance. It is important to create a strong and memorable ending movement that effectively concludes the dance and leaves a lasting impact on the audience. In this lesson plan, we will discuss the key elements of a successful ending movement and explore different ways to create a powerful and captivating conclusion to the North Dance Level 6 performance.Lesson Objectives:Understand the importance of the ending movement in a dance performance。
Learn how to create a strong and memorable ending movement for the North Dance Level 6。
Florida的B.E.S.T.标准数学教学平台指南说明书
Florida’s B.E.S.T. Standards for MATH Digital Platform GuideFlexible Resources, Accessible AnywhereEngaging technology for students and teachers is the heart of the Florida’s B.E.S.T. Standards for MATH program. The flexible online platform includes homework and assessment, interactive resources, and videos that support any learning environment and accelerate learning for all students.Let’s Explore!LEARN TOGETHERStudent Engagement andSkill Building 2 Planning and Teaching 4 Assessing and Reporting 6 Access: Rostering and Integration 8GET STARTEDSign On 9 Explore 9 Optional: Add a Class 10 Optional: Add Students to a Class 11 PLAN AND TEACHDynamic Classroom and Dynamic Student Edition 12 Formative Check 14 Self-Assessment 15 Answer Presentation Tool 16 Resources 17 Video Library 19 Game Library 20 Math Tools 21 Math Musicals 22PRACTICE, ASSESSMENT, AND REPORTS Activity Library 23 Assignment Builder 24 Reports 25 Skills Trainer 27All screenshots are representative of final product. Some features may not be fully implemented at the time of your review.LEARN TOGETHERStudent Engagement and Skill BuildingEngage students from beginning to end of class, and at home, with the digital student experience. Students have access to a variety of tools that support and enhance their learning.Dynamic Student EditionThe Dynamic Student Edition isa complete, interactive versionof the Student Edition with aMulti-Language Glossary,interactive explorations, digitalexamples, virtual manipulatives,Tutorial Extra Example videos,and digital exercises.eBook AppThe eBook app is the downloadable version of the Dynamic Student Edition. It provides students with continuous access to their Student Edition whenever they need it.Homework AppThe Big Ideas Homework app allows students to completeassignments even when internet access is limited or unavailable.Game LibraryThe Game Library containsinteractive games with audio in bothEnglish and Spanish. The games arealso available in print and aretranslated into Spanish to help withengagement in class and at home.Skills TrainerThe Skills Trainer provides opportunities for students to review or extend skills from Grade K through Algebra 2.Students have access to the Skills Trainer without the need for formal assignments, so they can review and practice as often as they need.Math MusicalsMath Musicals offer elementary students a fun and engaging connection between math, music, and literature. Newton and Descartes, team up in these educational stories and songs to bring mathematics to life! Math Musicals are available online, where teachers and students will find the stories, songs, animated videos, lyrics, and sheet music!CalcChatStudents in middle school and highschool benefit from Worked-out Solution Videos and live, Virtual Tutor support for select exercises. Chapter Review and Practice Tests are also available.CalcViewStudents can view stepped-out instructor videos as they work through selectproblems to support comprehension and the understanding of concepts.Planning and TeachingFind everything necessary to plan and teach lessons all on one platform. With Florida’s B.E.S.T. Standards for MATH, teachers can leave the Teaching Edition and support materials in the classroom and still have access to everything digitally.Dynamic ClassroomTeachers use the Dynamic Classroom to facilitate lessons using the engaging explorations, digital examples, and interactive practice all at their fingertips. They can even use the Flip-To feature to send students directly to a specific place in their Dynamic Student Edition, which makes managing a classroom full of devices a breeze.Laurie’s NotesTeachers can review Laurie’s Notes inthe print Teaching Edition or digitally inthe Dynamic Classroom, making it easyto plan lessons at their convenience.Laurie’s Notes also include specificsupport for the Mathematical Thinkingand Reasoning Standards, so teacherscan ensure students are practicing theMTRs on a daily basis.Resource LibraryEvery print resource is available online in the Resource Library for the entire K-12 program, providing RTI and enrichment support. The variety of resources ensure teachers have what they need when planning to meet the needs of all learners.Assessing and ReportingAssess students diagnostically, formatively, and summatively with Florida’s B.E.S.T. Standards for MATH. The platform makes it easy to create and assign practice and assessments while providing actionable data to meet the unique needs of every student. Formative Check and Self-Assessment ToolTeachers can formatively assess students using the Formative Check and encourage students to use the Self-Assessment. Both tools provide data and insight into student progress, as well as how the students perceive their learning progress as they rate themselves on the Success Criteria.Assignment BuilderThe Assignment Builder gives teachers the flexibility to create digital assignments and assessments from the Florida’s B.E.S.T. Standards for MATH program or develop their own questions. The parity between the print and digital in the Dynamic Student Edition and the Assignment Builder ensures teachers can provide equitable access to course content for all students. The detailed reports help teachers identify trends and take action.00ReportsThe Reports in the Dynamic Assessment System include detailed reports on Performance, Standards, and the Skills Trainer. The Assignment Reports provide information on how students performed as a class and individually down to the item level, enabling teachers to make data-driven instructional decisions.Access: Rostering and IntegrationBig Ideas Learning understands the critical need for rostering support and Learning Management System integration for school districts. Your ability to effectively provide students and teachers with seamless access to our online learning solution is key for the successful implementation of Florida B.E.S.T. Standards for MATH. We will help make that happen.Our digital fulfillment team commits to working closely with each Florida school district to ensure seamless access for teachers and students. We will be there to consultatively work with you and your technology lead(s) to ensure a smooth start in the fall and support throughout the year.More specifically, Big Ideas Learning offers onboarding and rostering support through OneRoster, Clever, and ClassLink. We also integrate our solutions with Schoology and Canvas. Our teams have built successful processes working with a variety of districts across the country with these onboarding systems and look forward to working with your district.GET STARTEDSign OnAt ,enter the username and password assigned to your county, and click Log In. Contact your National Geographic Learning Representative if you do not have these details.ExploreClick on Big Ideas Math in the upper left corner to return to the dashboard at any point. Click on the three lines in the upper right corner to open the site menu and explore the different global tools.Optional: Add a ClassClasses will be pre-populated when you log in. If you would like to review the "Add a Class" feature, follow these steps.From the site navigation, select Class Management.1Select +Add Class.2Fill out the required information, and click Add.3123Optional: Add Students to a ClassThe pre-made classes will have test student pre-populated. If you would like to review the "Add Students to a Class" feature, follow these steps.While in Class Management, select the class from the list.Click +Add Students.Enter a Student ID number, and click Add. If the student is not found in the system, fill out the required information, and click Add.1312233PLAN AND TEACHDynamic Classroom and Dynamic Student EditionThe Dynamic Classroomhelps teachers facilitate lessons using the engagingexplorations, digital examples, and interactive practice all at their fingertips. Teachers can even use the Flip-To feature to send students directly to a specific place in their Dynamic Student Edition, which is the companion student component without the teacherfunctionality. The Dynamic Classroom mimics the Dynamic Student Edition, so students can easily follow along in class. 1.Find the Dynamic Classroom in the Featured Components. It opens the eBook Library.Select the student version of the book.1 2 12Dynamic Classroom and Dynamic Student Edition, cont.2. Navigate the Dynamic Classroom/Dynamic Student Edition using the Contents to get to a specific lesson, or the left and right arrows within a lesson.Use the icons on the page to open the various interactive features, such as Click-Through Examples, Example videos, and Extra Example Videos, as well as access to the digital assignments, and for Grades 6-12, CalcChat and CalcView.Use the icons in the toolbar to open the Flip-To, Self-Assessment, Math Tools, Multi-Language Glossary, Vocabulary Flash Cards, Search, Notes, and Highlighter/Pen. View Laurie’s Notes specific to eachpage of the lesson.11123224 423Formative CheckThe Formative Check is a quick check to monitor progress. Students attempt practice exercises and teachers can view real-time reports, providing actionable data.In the Dynamic Classroom/Dynamic Student Edition, students click on the digital practice icon to complete the practice exercises.Click on Reports to review the data on student performance.Choose the class and content that students completed. Then click Show Data.122133Self-AssessmentWith the Self-Assessment, teachers receive data on how students perceive their learning progress as they rate themselves on the success criteria.In the Dynamic Classroom/Dynamic Student Edition, teachers and students select the Self-Assessment icon.Students rate themselves on the success criteria, populating the report. Teachers get the report for insight into student progress.Select the class, student (optional), and content. Then select Show Data.1212Answer Presentation ToolTheAnswer Presentation Tool is used for reviewing answers with the class. With a quick click, students see the worked-out solutions which helps them find their own mistakes. Under the Featured Chapter Resources, find the Answer Presentation Tool.Select book, chapter, and section content.Enter exercise numbers or select all, even, or odd. Choose one or two columns.Click Show Solutions.1 12 23 344ResourcesTheResourcescontain all the print and digital instructional tools to plan and teach the lessons, such as all the ancillary materials, editable Lesson Plans, Lesson Tutorials, and the Video Library. The entire K-12 program is available, so teachers can use any resource across the curriculum for differentiation or RTI. Resources include: • Additional Topics and Lessons • Apps• Assessment Book• B.E.S.T. Test Prep and Practice Workbook• Cross-Curricular Projects • Differentiating the Lesson • Dig Deeper• Digital Examples• Everyday Connections Video Series• Everyday Explorations Video Series• Evidence-Based Scale Worksheets • Extra Example Videos • Family Letters• Graphic Organizers • Instructional Resources • Interactive Tools• Learning Targets and Success Criteria• Lesson Example PowerPoints • Lesson Plans • Math Musicals • Math Tool Paper• Multi-Language Glossary • Pacing Guides• Performance Tasks • Resources by Chapter• Road Maps (Accelerated 3 and 4) • STEAM/STEM Videos• STEAM Performance Tasks • Skills Review Handbook • Student Edition • Teaching Edition• Vocabulary Flash Cards • Worked-Out Solutions KeyResources, cont.Find the Resources from the Featured Components.When in the Resources, select Browse by Chapter and Section or Browse by Resource.• Browse by Chapter and Section provides a list of all resources available for each lesson.• Browse by Resource categorizes the resources by type, and then drill down to the chapter and/or lesson.Using either method, filter to refine the search.123123Video LibraryTeachers can use the Life on Earth and the STEAM/STEM Videos with students inclass. Life on Earth videos are engaging real-life examples of using mathematics through a science lens. STEAM/STEM Videos provide cross-curricular connections to real-life topicsand come with Performance Tasks.For professional development, Concepts & Tools videos help teachers learn about the manipulatives and how best to use them with students. In the Pedagogical Approach videos, a panel of teachers discuss best practices with author Laurie Boswell. Find the Video Library in the Featured Components.Choose the video category.Select the grade level.Select the video to play.1 2 3 1234 4Game LibraryThe Game Library includes digital and print-based games for one or two players to help students practice skills learned in class. Teachers and students have access to all games across the Kindergarten through Algebra 2 curriculum. Spanish audio and translated PDFs are also included to help with engagement in class and at home.Find the Game Library in the site menu.Choose Interactive or PDF.Choose the grade level or grade band.Select the game.1 2 4 1233 4Math ToolsThe Math Tools offer interactive manipulatives, Math Tool Paper, and Graphic Organizers to further support in-person or virtual learning.Find the Math Tools in the site menu.Select the type of tool: Interactive Tools, Math Tool Paper, or Graphic Organizers.Choose the grade band.Choose the tool.1 2 3 1234 4Math MusicalsMath Musicals are engaging math stories with catchy songs found in the K-5 curriculum. The songs come with the lyrics and sheet music, as well as an animated music video. The Differentiated Rich Math Tasks help teachers to meet students where they are at with engaging tasks associated with the stories.Find the Math Musicals in the site menu.Choose the grade level.Select the Math Musical to view the animation along with all the associatedresources.1 2 3 123PRACTICE, ASSESSMENT, AND REPORTSActivity LibraryTeachers can find and create assignments in the Activity Library. They can choose from premade assignments aligned to course content, create their own assignments, or use assignments created and shared by other teachers within the district.Find the Activity Library in the site menu.Use the filters to find past saved or shared assignments to assign.Or, select Create Activity to create a new Practice or Assessment, or assign the Progression Benchmark.1 How to Use23123Assignment BuilderTeachers can use the Assignment Builder when they are ready to create their own assignments.Start on the right to filter the questions by owner, program, book, and chapter, and lesson. Filter the exercises to show only even or odd or follow the Assignment Guide suggestions from the Teaching Edition. The last option is to search by standard.This populates questions to choose in the Item Bank. Select the items to add to the assignment, and then click Add to move them to the assignment.In the Activity Preview, rearrange the questions by using the arrows on each question.On assessments, recalculate the values in the questions or duplicate the question to add an additional question of the same type with different values.Once satisfied with the assignment, save, assign, or print the assignment. Adding tags will help to easily find the assignment again later in the Activity Library. When assigning the activity, the options change based on whether the activity is a practice or an assessment.1How to Use234535214ReportsWhen students complete assignments, data is populated in the Reports. The detailed reports for individual assignments allow teachers to make data-driven decisions to accelerate learning. The Reportsfrom the site menu allow teachers to compare data, which helps track performance and see growth over time.View individual assignment reports by going back to the Activity Library. Click on Assignments.Check the box of an activity. Click View Report.How to Use 2 3 1 123Reports, cont.Comparative data reports are available by Performance, Standards, and the Skills Trainer.Select the student(s) and enter a date range.1Click Load Report.21 2Skills TrainerThe Skills Trainer allows students to practice independently on skills aligned to each chapter in their book or aligned to a specific grade. Track progress over time in the Reports from the site menu.From the site menu, choose Skills Trainer.Choose Chapter or Grade.Select the topic.How to Use231231Meet Your FloridaK–12 Math Team!Steve HeganNational Geographic LearningFlorida Sales Consultant***********************Michael GalfondNational Geographic LearningFlorida Sales Consultant***************************Andrea NeffNational Geographic LearningFlorida Sales Consultant***********************India WhiteBig Ideas LearningNational Education Consultant**********************Amanda ShelleyBig Ideas LearningFlorida Education Consultant************************Rodnee WimberlyBig Ideas LearningFlorida Education Consultant*************************Judy HickmanBig Ideas LearningFlorida Education Consultant************************Mindy MarkBig Ideas LearningFlorida Education Consultant********************* Melissa HancockNational Geographic LearningFlorida Sales Consultant***************************Gwen RichardsNational Geographic LearningFlorida Sales Consultant*************************/Florida Florida Sales Consultant TeamBig Ideas Learning Education ConsultantsNational Geographic Sales ConsultantsIndia WhiteNational Education Consultant (814) 806-6118**********************Amanda ShelleyFlorida Education Consultant (814) 440-0479************************Rodnee WimberlyFlorida Education Consultant (814) 969-0026*************************Judy HickmanFlorida Education Consultant (814) 450-2837************************Mindy MarkFlorida Education Consultant (814) 460-0392*********************J AC K SON CAL HOUNF R ANK LING AD SD E NGULFLE O NW AK U LLAA L A C H U ABAK ERBAYBRADF ORDB R E VA R DBR OW AR DC H AR LOT T E C IT R U SC LAYC OLLIE R COL UMBI AD AD EDE SOT OD IXIED U V ALE S CA M BI AF LAGLERG LAD E SH AM ILT ON H AR DE E HENDR YH E R N AN D O H IG H LAN D SHILLSBO RO UGH H OLM E S JE FF E R S O NLAF AY E T T ELAK ELE ELE VYM AD I SO N M AN AT E EM AR IONM AR T INM ON R OEO K A L O O S AO K EEC HO B EEP ALM BE AC HP A SC OPINELLA SP OLKP U T N AMS T .J O H N SST.LUC IES A N T A R O S A SARASO TAS EMINO LES UM TE RSU W AN N E ET AY LORU N IONV O L U S I AW ALT ON LIBER T Y OR AN G EO S C E O L AN ASSAUW A SH I NG T O N Panhandle K–12Steve Hegan***********************(205) 331-7339 North K–12Gwen Richards *************************(904) 477-3442 Central West K–12Andrea Neff***********************(727) 422-2287Central East K–12Melissa Hancock***************************(407) 928-1508South East K–12Michael Galfond***************************(954) 494-7526。
高中英语第二册(上)Lesson6说课稿
高中英语第二册(上)Lesson6说课稿一、内容(Contents)1. 教材内容:本课内容是高中英语第二册(上)Lesson6,这是一堂阅读课.本课主要是探讨如何面对吸烟这一问题.2. 德育内容:教师在教学过程中要同时融入德育内容.通过录像、图片等各种教学手段来激起学生的求知欲.使学生深刻认识到吸烟这一问题的严重性,为了自身与家人的健康,呼吁人们立即停止吸烟.二、目标1. 能力目标:发展学生听、说、读、写的基本技能,提高初步运用英语进行交际的能力,侧重提高阅读能力.2. 知识目标: (1)掌握词汇,如smoker, burn down, packet, chance, remain, public, give up.(2)语法方面掌握定语从句、表语从句以及一些有用表达式.三、重点( Focal points)1. 结合现实问题侧重于对文章的理解.2. 掌握文章中的一些重点词汇和短语,如remain, therefore, give up, persuade, compared to/with.3. 让学生认识到吸烟的危害性.四、难点(Difficult points)1. 训练学生的阅读能力.2. 掌握以下句子结构:The chance is that..., Thechances are that...五、教法1. 速读法:根据高中英语教材侧重阅读理解这一特点,让学生快速阅读,以尽快了解文章的大意.2. 问答法:帮助学生理解文章的细节.3. 翻译法:适当地运用翻译可帮助学生理解文章的难点.4. 讨论法:通过Pair work, Group work,让学生都得到一次口语训练的机会.教师应设计一些适当的话题,如:What do you think of smoking?What will you do if you are a smoker?What will happen if we don't pay attention to the smoking problems?5. 快乐教学法:即教师在教学过程中,要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统,创造一种和谐的学习氛围,让老师教得开心,学生学得开心.六、程序1. 复习(Revision):让学生合上书听一遍录音,然后提问题.A: How does Wang Bing ask for permission?B: How does Hank give permission or refuse to give permission?2. 介绍(Presentation):T: Draw the sign-No Smoking on the Bb. What does it mean? Ss: It means no smoking.T: Yes, where can you find this kind of sign?Ss: In the offices / hospitals / buses and so on.T: Ok. Today we're going to read passage"No smoking, please!" It mainly tells us that smoking is bad for people's health.3. 操练(Drill):Ss: Read the passage for a few minutes to find out the answers to the two questions on the top of the passage. T: Check the students' answers.Ss: Read the passage carefully again to find out the answers to the detailed questions.T: Play the tape.Ss: Listen and repeat after the tape.4. 语言点(Language study):通过多媒体课件呈现重点词汇、短语及句型,然后完成相关的语法练习.5. 讨论(Discussion):教师给出几个话题进行小组讨论. A: What do you think of smoking?B: What shall we do to stop those smokers?C: What will happen if we can't solve the smoking problem?6. 小结:归纳文章中的语言点、语法点,然后要求学生进行相关的写作训练,强化记忆。
舞蹈表演教案：新目标英语九年级上Unit6教案
舞蹈表演教案：新目标英语九年级上Unit6教案Dancing is a form of art that enables the individual to express themselves creatively through body movements according to the rhythm and music. Dance is an excellent way to communicate, entertain, and express emotions. Therefore, as a teacher, it is essential to provide students with an opportunity to learn and experience the art of dancing. The New Target English Grade 9 Unit 6 dance performance lesson plan is an excellent curriculum that provides comprehensive guidance to teach students how to dance and perform in an educational setting.Lesson ObjectivesThe primary objective of the dance performance lesson plan is to provide students with the opportunity to learn about the art of dancing, including its history, styles, and techniques. Furthermore, the lesson plan aims to enhance the students' skills in the following areas:1.Creative expression: Students will learn how toexpress themselves creatively using body movement.2.Teamwork: Students will work together in groups to create a dance performance.3.Coordination: Students will learn how to coordinate their body movements with music and rhythm.4.Confidence: Students will develop self-confidence by dancing in front of their classmates.Lesson ContentThe lesson plan includes the following content:1.Introduction to dance: The teacher will introduce the students to the art of dancing by explaining its history and significance.2.Dance styles: The teacher will discuss various dance styles, including ballet, contemporary, hip hop, and Latin dance.3.Dance techniques: The teacher will teach the various dance techniques, including footwork, arm movements, spins, and lifts.4.Group work: Students will work in groups to createa dance performance based on a specific theme.5.Rehearsals: Students will practice their danceroutines and revise them as necessary until they areconfident.6.Performance: Students will perform their danceroutines for the rest of the class and receive feedback.AssessmentThe assessment of the dance performance lesson plan will be conducted through the following activities:1.Observation: The teacher will observe the studentsduring their dance routines to assess their skills,teamwork, and coordination.2.Self-evaluation: Students will evaluate theirperformance and provide feedback on their group members' performance.3.Peer evaluation: Students will evaluate their groupmembers' performance and provide constructive feedback.ConclusionIn conclusion, the New Target English Grade 9 Unit 6 dance performance lesson plan provides a comprehensive curriculum to teach students how to dance and perform in an educational setting. It aims to enhance the students' skills in creative expression, teamwork, coordination, and confidence. The content covers the introduction to dance, dance styles, dance techniques, group work, rehearsals, and performance. The assessment is conducted through observation, self-evaluation, and peer evaluation. As a teacher, implementing this lesson plan will provide students with a unique and enjoyable learning experience while developing their talents and skills in the art of dancing.。
北师大版八上 Lesson6Vocabulary, Speaking, Pronunciation
Complete the sentences with the correct words from the box. Then translate them.
as at for in into on
3. __A_t__ that moment, Mr Lin decided to take the lead. 就在那时，林先生决定带头。
Ed and Amy are from Australia. Every vacation, they go to a dangerous place.
Today, they’re in a rainforest.
It’s raining, so they are getting wet all over.
2. What does the team do? 3. Why do you think the team is special? 4. What can you learn from this team?
Astronauts work as a special team. Each one of them has different skills, but they must help each other.
Unit 2
Lesson 6
Vocabulary & Speaking & Pronunciation
• dark adj. 黑暗的 n. 黑暗 in the dark 在黑暗中
It’s a dark and moonless night. 这是一个黑暗无月的夜晚。
• earthquake n. 地震 earthquake focus 震源 earthquake zone 地震区
The+Media+Writing+Workshop+教学设计 高二上学期英语北师大版(2019)
北师大版（2019）选择性必修第二册Unit 6 The MediaWriting Workshop教材分析：《北师大版（2019）选择性必修第二册Unit 6 The Media Writing Workshop》是高二英语课程中的一节课，主要讲解媒体写作的相关知识和技巧。
该课程包含了主要的知识点和学习任务，适合用于学生提高英语写作能力。
教学目标：通过本节课的学习，学生应该能够：1. 了解媒体写作的基本要素和特点；2. 掌握英语媒体新闻的写作结构和语言表达技巧；3. 能够根据不同的媒体要求，灵活运用合适的写作风格和语言；4. 发展自己的写作能力，能够写出逻辑清晰、表达准确的英语媒体作品。
教学重点：本节课的重点是培养学生的媒体写作能力，主要包括理解媒体写作的特点和要素，掌握新闻的写作结构和语言表达技巧，以及培养学生的逻辑思维和表达能力。
教学难点：教学难点主要是让学生能够根据不同的媒体要求，掌握不同的写作风格和语言表达技巧，能够准确、清晰地传达信息，并培养学生的独立写作能力。
学情分析：学生处于高二年级，已经具备一定的英语基础，对写作技巧可能有一定的了解。
他们对媒体的了解程度不同，有些学生可能经常接触各类媒体，对媒体写作比较熟悉，有一定的写作经验；而有些学生可能对媒体了解较少，对媒体写作知识和技巧缺乏了解，需要更多的引导和指导。
因此，教学内容和教学方法需要灵活调整，根据学生的实际情况进行教学。
教学策略：在教学中，可以采用多种教学策略：1. 激发学生兴趣：通过引入一些有趣、具有争议性的新闻话题，激发学生的兴趣，提高对媒体写作的关注度。
2. 合作学习：让学生小组合作进行写作任务，锻炼学生的合作能力和团队意识，互相学习和借鉴，提高写作水平。
3. 提供范文和写作指导：通过给学生展示一些优秀的媒体作品和范文，指导学生如何进行内容组织和语言表达，帮助学生提高写作水平。
4. 反馈和评估：对学生的写作作品进行评估和反馈，及时纠正他们的错误，指导他们提升写作能力。
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《测控技术与仪器英语教程》
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i
K 2 2 (1 n ) D (2 / n ) D 1
0
Figure 6.7 Block-diagram representation of a second-order system
n: undamped natural frequency; is a measure of the speed of response; a high n would mean that the system would more rapidly to sudden changes : damping ratio; equals to the ratio of actual damping to critical damping; is a measure of the damping present in a system; determines the forms of the step and frequency response.
• Terminology – Zero-order Systems 零阶系统 – First-order Systems 一阶系统 – step response 阶跃响应 – Frequency response 频率响应 – Second-order systems 二阶系统 – sensitivity of the system系统的灵敏度 – the static sensitivity 静态灵敏度 – the transfer operator of the system. 系统的传递因子
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• • • • • • • • •
‘sluggish：行动迟缓的 Step input：阶跃输入 Ramp input: 斜坡输入 Sine-wave input:正弦输入 ‘transient response: 瞬态响应 Diffe‘rential equation: 微分方程 Potenti’ometer:电位器 block diagram：结构图 方块图, 简图 Standard response：标准响应
6.3 Second-order Systems
• Relationship of input/output n: undamped natural frequency : damping ratio •In terms of the D operator
•a standard second-order system
•
certain standard test inputs
Abrupt change from one steady value to another
Varies linearly with time Transient response Ramp response
(1) The step input (2) The ramp input
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6.2 First-order Systems
• the standard form of the transfer operator :
The ratio 0/ i expressed in terms of D operator is known as the transfer operator of the system
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• All systems will to some extent fail to follow exactly a changing input, and a measure of how well a system will respond is indicated by its dynamic specifications • Many systems, although different in nature, produce identical forms of response, and this is due to the fact that the system dynamic are similar, the dynamic or differential equation are of the same form.
Lesson 6 Dynamic Performance
• Backgrounds • Text tour • Language in use
– Vocabulary – Structure – Reading/writing techniques
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Backgrounds
• Undamped natural frequency: 无阻尼固有频率 • Damping ratio：阻尼比 • underdamping: 欠阻尼 • Critical damping: 临界阻尼 • Over damping: 过阻尼 • Os’cillation: 振荡 • resonance: 共振 • Overshoot：超调量 • Open-control system 开环控 制系统 • Closed-loop:闭环 • Ina’bility:无能, 无力
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Figure 6-6 Frequency response of a first-order system
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《测控技术与仪器英语教程》
• Example 6.2 • If a first-order measuring system has a time constant
0.01s, determine the approximate range of input signal frequency that the system could follow to within 10%
Practical system of the first-order system
(1) Mercury-in-glass thermometer: heat conduction through the glass-bulb to the mercury is described by a first-order differential equation
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Figure 6.5 Output response to a sin-wave input
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《测控技术与仪器英语教程》
Amplitude ratio: the ratio of output amplitude to input amplitude;
Amplitude ratio of first-order system varies with frequency. The frequency axis is generalized form for different values of time constant
Steady-state error
Frequency response; harmonic response
(3) The sine-wave input
Cyclic nature Frequency =2f
Fig6.1 different forms of dynamic test inputs
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• b) Frequency response
(1) Inablity of the system to follow the input faithfully (2) The output lags behind the input (3) As the frequency is increased, the output falls further behind and perhaps more importantly decreases in amplitude
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Introduction
• The dynamic performance of both measuring and control system is extremely important and is specified by response to certain standard test inputs (changing signal)
Initial slope: … Figure 6.4 The step response of a first-order system (1) The exponential rise to the final value …
(2) Dynamic error between the ideal and actual response decreases with time
• Example 6.3 • If a first-order measuring system has a time constant
6ms, determine the frequency corresponding to the condition =1 and calculate the approximate percentage error at this frequency
Figure 6.3 Block-diagram representation of a first-order system
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• Example 6.1
calculating and K of a first-order system when the differential equation describing the system is given