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新概念一 lesson 45-46 培优课件

He is … He can…
They are… They can…
5.疑问句：提前 6.否定词： can ---can’t /cannot (不可能) must---mustn’t (禁止) may---may not (可能不)
7. 练习 Tom can swim well.(改一般疑问句)
1.概念：表示情感、态度
You must go out!
Can you go out? 2.包括：can,must, may… 3.用法：情态动词+ 动词原形
do/ read/ write…. He can ______________it.
4.没有人称和数的变化。 She is…. I am… She can… I can…
The next-door girl is very lovely.
隔壁的那个女孩儿很可爱。 The old man next door is going to leave. 隔壁的老人就要离开人世了。
三 lesson 45 语法讲解
情态动词：
A.连系动词动词分类
B.情态动词 C.实义动词
D.助动词
Can Tom swim well? ______________________________________________
The Students must finish homework tonight.(改否定)。
The Students don’t need to finish homework tonight. _____________________________________________
1.Can I help you?
2.Can’t wait.

六年级英语自学导读-Lessons 45-46_新概念英语第一册

六年级英语自学导读-Lessons 45-46_新概念英语第一册那位年长的女士从书本上抬起眼睛。

（2）提高；搞高……地位：This polity lifted Chinese exports of silk.这项政策提高了中国丝绸的出口量。

2．make v.（1）制作；创造：She is going to make a very big birthday cake.她准备做一个非常大的生日蛋糕。

Hollywood can make the most famous film stars in the world. 好莱坞可以造就世界上最著名的影星。

（2）产生，引起，导致：You have made a serious mistake.你犯了一个严重的错误。

Don't make so much noise, please!请别这么大肆喧闹！（3）整理；料理；准备：She is now making the bed for a guest.她现在正为客人铺床。

The coffee is made.咖啡煮好了。

3．terrible adj.（1）可怕的；骇人的：This is a picture of terrible new weapons. 这是一张可怕的新式武器的图片。

（2）困难的；费劲的：Who can accomplish this terrible task? 谁能完成这项艰难的任务？（3）极度的；非常严重的：I've got a terrible headache.我头疼得厉害。

（4）＜口＞糟透的；很蹩脚的：She is terrible at maths.她的数学很蹩脚。

45课课堂效果反馈题Handout Lesson 45 The boss’s letter

Lesson 45 The boss’s letter一用所给词的适当形式填空1. He can____________ (clean) his teeth now .2.They ________(can) type the letter.3.She can’t __________(make) tea.二按要求改写句子。

1.He can make the bed.(改为一般疑问句)2.We are making the bookcase now.(用can 改写句子)3.The girl can dance well.(改为一般疑问句)4.They can do their homework.(改为否定句)5. They can air the room.(对划线部分提问)6.She can jump off the tree.(对划线部分提问)7.Can she type the letter for the boss?(肯定回答)8. I can read the letter.(改为否定句)9.They are typing these letters.(用can改写句子)10. You are swimming across the river.(用can改写句子)11.We are running across the park.(用can改写句子)12.He is sitting on the grass.(用can改写句子)三翻译下列句子。

13.我能看见那架飞机。

14.我不能制作饼干。

15.我不能看见那个小鸟。

16.他能举起那张桌子吗？四，时态混合练习题1 She __________________________ (dust) the dressing table tomorrow .2 The door is open . Sam is going _____________(shut ) it .3 Sandra___________________(read ) the letter in 3 days ( 三天后) 。

新概念英语第一册Lesson45-46

能够老板分钟请求，要求书写糟糕拿起蛋糕饼干
can 操练
1.我会戴帽子，可是我不会穿大衣。 I can put my hat on,but I can't put my coat on.
2.我可以看到那架飞机，可是我看不到那只鸟。 I can see that aeroplane,but I can't see a bird.
疑问句 Can+主语+动词原形你会说英语吗？ Can you speak English ? 你会煮晚饭？ Can you cook dinner ?
1.我会发邮件. I can send e-mails.
2.我会洗衣服. I can wash my clothes.
3.她不会做作业. She can not do the homework.
Eg.她怎么了？ What’s the matter with her ? 你怎么了？ What’s wrong with you?
5.The boss’s handwriting is terrible. today’s newspaper 今天的报纸 Mary’s toy 玛丽的玩具 boss’s 所有格的形式，表示....的
Welcome !
of course 水壶 behind 茶壶 now 找到 boil
当然
kettle 在...后面 teapot 现在
find 沸腾，开
翻译
你会沏茶吗？ Can you make the tea ? 水壶里面还有水吗？ Is there any water in the kittle? 你能找得到吗？ Can you find them ? 它在你前面. It's in front of you .

英语教学设计实践答案(3篇)

第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。

新概念英语第一册课堂笔记lesson 45 The boss's letter

新概念英语第一册课堂笔记lesson 45 The boss＇s
letter
课堂笔记
Lesson 45 The boss's letter 老板的信
新单词：can、boss、minute、ask、handwriting、terrible
boss：（大的实体）的头
manager：经理
owner：（小商店）的店主
leader：
head：首脑 head hunter：猎头
lord：统治者、主（耶酥）
landlord1：地主
master：主人
lady：对女性有礼貌的称呼，也可代表有权力的女性
chief：部落、族长、首领
chief executive2 officer
year：年
month：月
season：季
week：星期
day：天
hour：小时
minute：分钟
second：秒
quarter：一刻钟、季度
decade：十年
century：百年、世纪
a minute：一会儿
ask：要求、请求
request：书面体、更为正式的请求
beg：乞求
ask＋名词或代词（宾格）
ask her / ask them
ask sb. to do sth. 要求某人做事（动词不定式）
The boss is going to ask Pamela to type a letter for him. The teacher is going to ask the students to sweep the floor.。

(完整版)新概念英语第一册第45-46课

for her boss ? Why?
Lesson 45 The boss’s letter老板的信
THE BOSS: Can you come here a minute please, Bob?
BOB:
Yes, sir?
THE BOSS: Where's Pamela?
BOB:
She's nextБайду номын сангаасdoor.
★minute n. 分（钟）
a minute/ one minute 一分钟；一会儿 minute 可数复数缩写mins
时间单位：century decade year, season，month, week， day, hour, minute, second daily
seckilling
be nice to sb. 对某人很好 Our boss is nice to us. 我们老板对我们很好。
Your boss is your boss just because he (she ) has a larger vocabulary than you have .
(你老板的词汇量比你的词汇量大。这是他为什么会成为你老板的一个重要原因。)
You asked for it 你自找的。 ask sb for sth 向某人要… ask me for some help
★ handwriting 书写 hand（手）+ writing（写）拓展：calligraphy [kə’liɡrəfi] 书法 very clear handwriting 非常清晰的字迹
形容时间短 I’ll be back in a minute. I’ll be back in no time! 相似表达： a moment [‘məumənt] 片刻

2017春冀教版英语七下unit 8lesson 45 baseball seasonword参考教

Lesson45 参考教案Teaching goals 教学目标1. Target language 目口号言a. 掌握辞汇及短语baseball luckily snack pop if ever root toot shamethe name of my team on weekends take sb. out play against 句型1）On weekends, we will often play against other teams.2）My family and friends will come and watch me play.Learn about how to tell a sportAbility goals 能力目标Enable students to know baseball season.3. Learning ability goals 学能目标Know about baseballTeaching important and difficult points 教学重难点Teach the student to know about baseball game.Teaching methods教学方式Listening and speaking.Teaching aids 教具预备Audiotape.Teaching procedures & ways 教学步骤与方式Step I Greeting and lead-inGreet the students and get them to review what they learned from the former text.T: How many kinds of sports, do you know?S:…..T: What kind of sports do you like best?S:…..Lead in the new text.1. Listen to the tape and learn about the contents of lesson forty-five.Listen to the tape and try to finish the exercise 2 from “Let’s Do it”.2. Get the students to read the text and finish the exercise 1 from “Let’s Do It”.3. Grasp the important phrases and sentences of the text.Phrasesthe name of my team 咱们队的名字on weekends 在周末take sb. out 把……带出去play against 与……比赛Sentences：1）On weekends, we will often play against other teams.on weekends 在周末例句：On weekends, we often go to the park.play against 与……比赛例句：Our team will play against with another team next week.I don't want to play against him, he is too good.2) My family and friends will come and wat ch me play.watch sb. do sth. 观看某人做或做了... 强调看到整个进程watch sb. doing sth 观看某人正在做...... 强调看到某个动作的刹时..(正在..)例句：I watched him steal that book. 我看见他偷了那本书。

Lesson45BaseballSeason

•3. 对于未经过考虑的打算，计划，只是临时之意，则用will 结构，不用be going to 结构。 e.g. ： — Where is the telephone book?
— I’ll go and get it for you.
•4. 在表示即将发生某事时，两者区别意义不大，多可互换。 e.g. What is going to happen? 要发生什么事？ What will happen? 将要发生什么事？
他们准备/想将来某一天去爬珠穆朗玛峰。 •2. 对于事先经过考虑的打算、计划、意图, 应使用be going to, 而不是will 结构。 e.g. — What are you going to do next Sunday?
— I’m going to visit my grandparents.
Let’s Do It. No. 3
随堂练习 Drills:
根据首字母或汉语提示完成句子。 1. My favorite sport is baseball.(棒球) 2. Do you like to eat snacks?(小吃) 3. I won’t go to the park if (如果)it rains
New Words
baseball n. 棒球 snack n. 点心，小吃 pop n. 汽水 if conj. 如果，假若 ever adv. 曾经，究竟，到底 root n. & v. 加油 shame n. 羞愧，惭愧
Listening
Finish “Let’s do it (2)” : Listen to the chant and fill in the blanks.
• 知识目标：掌握单词: baseball，pop，if，ever， shame 掌握短语: play against ， root for 语法项目：will & be going to

新概念二册lesson45课

Language points in the Text
1．A clear conscience, （标题）问心无愧。 clear在这里的含义为“清白的”、 “无罪的”，因此这个短语又可译为 “清白的良心”，相当于 a good conscience，反义词为 a bad conscience（感到内疚）。
我刚刚得知她病了。
3．Sam Benton, the local butcher, had lost his wallet while taking his savings to the post office. 当地的屠户萨姆·本顿在把存款送往邮局的途中把钱包丢了。 taking为现在分词。与动名词相似，它也可以有自己的宾语、状语等。在连词while之后，现在分词短语的作用相当于一个时间状语从句：„while he was taking his savings to the post office。现在分词这样用的前提是两个动词的主语是同一个，并且这两个动作通常是同时发生的：
They took the risk of being arrested and robbed the bank. 他们冒着被逮捕的危险抢劫了那家银行。注意 steal和 rob与介词的不同搭配： steal(sth.) from(s.) of(sth.)。
steal与rob steal指“偷盗”、“窃取”，其行为通常是偷偷地、悄悄地、不为别人所发觉；rob则指“抢夺”、“抢劫”，其行为通常是明目张胆的： The man who stole my wallet took my address book as well. 偷走我钱包的那个人把我的通讯录也拿走了。 I lost my address book when that man robbed me of my bag. 当那人抢走我的包时，我的通讯录也没了。 Someone has stolen my bag from me. 有人把我的包偷走了。

新概念英语第三册笔记第45课上课教案

Lesson 45 The power of the press 新闻报道的威力New words and expression 生词和短语democratic adj.民主的democratic country民主的国家Democratic party 民主党[demə'krætɪk] Republican party 共和党democracy [dɪ'mɒkrəsɪ] n. 民主，民主主义；民主政治Despotism [ˈdespətɪzəm] 专制，独裁dictatorship n. 专政；独裁权；独裁者职位词根： dictatoradj. [ˌdɪktəˈtɔːriəl] dictatorial 独裁的，专政的；专横傲慢的 adv. dictatorially 自大地；独裁地n. dictator 独裁者；命令者看看地道英文解释，体验区别Despotism is a form of government by a single authority, either an individual (Despot), or tightly knit group, which rules with absolute political power. dictatorship: a form of government in which the ruler is an absolute dictator (not restricted by a constitution or laws or opposition etc.) 也就是说前者可以是指人，也可以指整个统治团体。

后者指个人统治下的政府restrict vt.限制=keep within a certain limit.（to limit or control）--The prisoners’ activity is restricted within narrow limits.辨析limit 表示时间,空间,数量等方面的限定,且限定到某一个点,如果超出这个点很可能受到罚。

写作业要干嘛呢英语

写作业要干嘛呢英语Certainly! Here's a lesson plan for an English class focusing on the topic "Why do we have to do homework?"Lesson Objective:Students will understand the purpose of homework and how it aids in their learning process.Materials Needed:- Whiteboard and markers- Handouts with examples of homework assignments- Interactive activitiesLesson Duration:45 minutesLesson Outline:1. Introduction (5 minutes)- Greet the class and introduce the topic.- Ask students why they think homework is assigned.2. Discussion (10 minutes)- Engage in a discussion about the benefits of homework.- Possible points to discuss:- Reinforcement of class lessons- Practice and application of skills- Time management and responsibility- Preparation for future lessons3. Interactive Activity (15 minutes)- Divide students into small groups.- Give each group a handout with a different type of homework assignment (e.g., reading comprehension, vocabulary exercises, grammar practice).- Ask them to discuss how each type of homework helps them in their English learning.4. Group Presentation (10 minutes)- Have each group present their findings to the class.- Encourage other students to ask questions and provide feedback.5. Conclusion (5 minutes)- Summarize the key points from the discussion and presentations.- Reiterate the importance of homework in their English learning journey.- Provide a handout with tips for effective homework completion.6. Homework Assignment (Optional)- Assign a reflective piece where students write about their thoughts on homework and how they can improve their homework habits.7. Closing- Thank the students for their participation and encourage them to apply what they've learned in their homework routine.This lesson plan is designed to not only educate students on the purpose of homework but also to engage them in active learning and reflection on their own study habits.。

新概念英语一册第45课课件

主语+can+not+动词原形~. 我不会说英语。
I can not speak English. 我不会煮晚饭。
I can not cook dinner.
can的句型结构 1. 疑问句
can+主语+动词原形~？你会说英语吗？
Can you speak English ? 你会煮晚饭？
Can you cook dinner ?
Can she type this letter for me? / kæn ʃi: taip ðis 'letə fɔ: mi: /
I can’t type this letter. / ai kænt taip ðis 'letə /
I can’t read it. / ai kænt ri:d it /
Aand this room?
B: He can paint this bookcase, but he can’t paint this room.
A: _____lift this table and that chair ? B: ______lift that chair, ______ lift this table?
THE BOSS: Where’s Pamela? BOB: She’s next door.
She’s in her office, sir.
THE BOSS: Can she type this letter for me?
Ask her, please. BOB: Yes, sir.
A: Can you put your coat on? B: No, I can’t. A: Can you put your hat on? B: Yes, I can.

物理英语教案模板范文初一

Subject: PhysicsGrade Level: 7th GradeDuration: 1 lesson (45 minutes)Teaching Objectives:1. Knowledge Objective:- Students will understand the basic concept of physics and its application in everyday life.- Students will learn the basic units of measurement used in physics.2. Skill Objective:- Students will develop observational skills by identifying and describing physical phenomena.- Students will practice using simple scientific instruments to measure physical quantities.3. Emotional Objective:- Students will develop an interest in physics and its relevance to the world around them.- Students will cultivate a positive attitude towards learning and exploring new concepts.Teaching Aids:- Whiteboard or blackboard- Projector or computer with multimedia presentations- Measuring instruments (ruler, protractor, balance, etc.)- Demonstration experiments (e.g., gravity, motion)- Handouts with activities and questionsTeaching Procedures:I. Introduction (5 minutes)1. Begin the class with a brief discussion about the importance of science in daily life.2. Introduce the subject of physics and explain that it is the study of matter, energy, and the interactions between them.3. Highlight the significance of physics in technology, engineering, and other scientific fields.II. Basic Concepts (10 minutes)1. Explain the basic units of measurement in physics: length, mass, time, temperature, and volume.2. Use a simple example to illustrate the use of these units (e.g., measuring the length of a book).3. Discuss the concept of force and motion, using diagrams to show the relationship between them.III. Demonstration and Experiment (15 minutes)1. Conduct a demonstration experiment to show the effect of gravity(e.g., dropping a ball and a feather simultaneously).2. Discuss the results and explain why the feather falls slower than the ball.3. Guide students in conducting their own experiments using simple measuring instruments.IV. Group Activity (10 minutes)1. Divide the class into small groups.2. Provide each group with a handout containing a series of questionsand activities related to the lesson.3. Instruct the groups to work together to complete the activities and answer the questions.4. Rotate the groups to ensure that each student has the opportunity to participate.V. Review and Discussion (5 minutes)1. Bring the class back together and ask each group to share their findings and experiences.2. Discuss any difficulties or misconceptions that arose during the activity.3. Summarize the key points of the lesson and reinforce the importance of physics in understanding the world.VI. Homework Assignment (2 minutes)1. Assign a homework task that requires students to observe and describea physical phenomenon in their daily lives.2. Encourage students to use their new knowledge to explain the observed phenomenon.Evaluation:- Observe student participation and engagement during the lesson.- Assess the understanding of basic physics concepts through class discussions and group activities.- Evaluate the completion of the homework assignment to determine the level of understanding and application of the learned concepts.Note:- This template can be adapted to fit the specific needs and abilities of the students.- It is important to provide opportunities for students to ask questions and to encourage a collaborative learning environment.。

生物试讲教案模板英语初中

Subject: BiologyGrade Level: Junior High SchoolDuration: 1 lesson (45 minutes)Teaching Objectives:1. Knowledge Objective:- Students will understand the basic concepts of [specific topic].- Students will be able to identify and describe key characteristics of [specific topic].2. Ability Objective:- Students will be able to conduct simple experiments related to [specific topic].- Students will develop observational and analytical skills through practical activities.3. Emotional and Ethical Objective:- Students will develop an interest in biology and an appreciation for the importance of scientific inquiry.- Students will understand the ethical considerations involved in scientific research and experimentation.Teaching Content:1. Introduction to [specific topic]2. Key concepts and characteristics3. Experimentation and practical activities4. Review and discussionTeaching Methods:- Lecture: To introduce the basic concepts and theories related to [specific topic].- Demonstration: To showcase practical experiments and procedures.- Group Work: To encourage collaborative learning and peer teaching.- Discussion: To engage students in critical thinking and analysis.Teaching Aids:- Projector or whiteboard for presentations- Laboratory equipment and materials for experiments- Handouts or worksheets for student activities- Models or diagrams to illustrate key conceptsTeaching Procedure:I. Introduction (5 minutes)- Begin with a brief introduction to the topic, using engaging questions or real-life examples to spark students' interest.- Outline the objectives and structure of the lesson.II. Lecture and Demonstration (15 minutes)- Present key concepts and characteristics of [specific topic] using clear, concise language.- Use visuals such as diagrams or models to enhance understanding.- Demonstrate a simple experiment or procedure related to the topic, ensuring students can observe and ask questions.III. Group Work (15 minutes)- Divide students into small groups and assign a specific task or experiment related to [specific topic].- Provide necessary materials and instructions for each group.- Monitor groups to ensure they are working effectively and safely.IV. Review and Discussion (10 minutes)- Bring the class back together to discuss the outcomes of the group work.- Facilitate a class discussion on the key points and any challenges faced during the experiments.- Encourage students to share their observations and conclusions.V. Conclusion (5 minutes)- Summarize the main points covered in the lesson.- Highlight the importance of the topic and its relevance to everyday life.- Assign homework or additional reading to reinforce learning.Assessment:- Formative Assessment:- Observe student participation and engagement during group work and discussions.- Monitor student progress during experiments and practical activities.- Provide immediate feedback and guidance as needed.- Summative Assessment:- Conduct a quiz or test at the end of the lesson to assess students' understanding of the key concepts.- Evaluate the quality of student work on the assigned homework or project.Homework:- Students will be asked to complete a worksheet or handout related to the topic.- Students may be required to read a section of a biology textbook or an online resource to expand their knowledge.Note:This template can be customized to fit the specific needs and requirements of the lesson and the students. Adjustments may be necessary based on the complexity of the topic, the level of the students, and the available resources.。

新概念英语第一册第45课Lesson45课文单词知识点讲解学习

新概念英语第一册第45课L e s s o n45课文单词知识点精品文档【知识点讲解】今天我们来简单了解一下情态动词这个语法点。

英语中有一类动词，它们本身带有一定的词义，但是不可以单独作为谓语使用，要和其他动词的原型配合起来构成谓语。

这类动词就叫情态动词。

情态动词的数量很少，主要有：can (could), may (might), must, need, ought to, dare (dared), shall (should), will (would) . 在这里，我们只学习第一个 Can.can 可以表示主语的能力。

比如：I can play piano. 我能弹钢琴 / 我会弹钢琴。

Lesson45THE BOSS: Can you come here a minute please, Bob?BOB: Yes, sir?THE BOSS: Where's Pamela?BOB: She's next door. She's in her office, sir.THE BOSS: Can she type this letter for me? Ask her please.BOB: Yes, sir.BOB: Can you type this letter for the boss please, Pamela?PAMELA: Yes, of course I can.BOB: Here you are.PAMELA: Thank you, Bob.PAMELA: Bob!BOB: Yes? What's the matter.PAMELA: I can't type this letter. PAMELA: I can't read it!The boss's handwriting is terrible!老板：请你来一下好吗?鲍勃? 鲍勃: 什么事，先生? 老板：帕梅拉在哪儿? 鲍勃: 她在隔壁，在她的办公室里，先生。

新概念英语文本第四册Lesson45

Lesson 45 Of men and galaxies⼈和星系 First listen and then answer the following question.听录⾳，然后回答以下问题。

What is the most influential factor in any human society？ In man's early days. competition with other creatures must have been critical. But this phase of our development is now finished. Indeed， we lack practice and experience nowadays in dealing with primitive conditions. I am sure that， without modern weapons， I would make a very poor show of disputing the ownership of a cave with a bear， and in this I do not think that I stand alone. The last creature to compete with man was the mosquito. But even the mosquito has been subdued by attention to drainage and by chemical sprays. Competition between our selves， person against person， community against community， still persists， however；and it is as fierce as it ever was. But the competition of man against man is not the simple process envisioned in biology. It is not a simple competition for a fixed amount of food determined by the physical environment， because the environment that determines our evolution is no longer essentially physical. Our environment is chiefly conditoned by the things we believe. Morocco and California are bits of the Earth in very similar latitudes， both on the west coasts of continents with similar climates， and probably with rather similar natural resources. Yet their present development is wholly different， not so much because of different people wish to emphasize. The most important factor in our environment is the state of our own minds. It is well known that where the white man has invaded a primitive culture， the most destructive effects have come not from physical weapons but from ideas. Ideas are dangerous. The Holy Office knew this full well when it caused heretics to be burned in days gone by. Indeed， the concept of free speech only exists in our modern society because when you are inside a community， you are conditioned by the conventions of the community to such a degree that it is very difficult to conceive of anything really destructive. It is only someone looking on from outside that can inject the dangerous thoughts. I do not doubt that it would be possible to inject ideas into the modern world that would utterly destroy us. I would like to give you an example， but fortunately I cannot do so. Perhaps it will suffice to mention the unclear bomb. Of making the effect on a reasonably advanced technological society， one that still does not possess the bomb， of making it aware of the possibility， of supplying sufficient details to enable the thing to be constructed. Twenty or thirty pages of information handed to any of the major world powers around the year 1925 would have been sufficient to change the course of world history. It is a strange thought， but I believe a correct one， that twenty or thirty pages of ideas and information would be capable of turning the present-day world upside down， or even destroying it. I have often tried to conceive of what those pages might contain， but of course outside the particular patterns that our brains are conditioned to， or， to be more accurate， we can think only a very little way outside， and then only if we are very original. FRED HOYLE Of Men and Galaxies New words and expressions ⽣词和短语 dispute v. 争夺 mosquito n. 蚊⼦ subdue v. 征服 drainage n. 下⽔系统 envision n. 预想 Morocco n. 摩洛哥 latitude n. 纬度hereticn.异教徒，异端邪说 conceive v. 想像 suffice v. ⾜够 nuclear adj. 原⼦弹的 original adj.有独到见解的参考译⽂在⼈类早期，⼈类与其他⽣物的竞争⼀定是必不可少的。

冀教版七年级下册Lesson45

It's your turn to read the text. ________________________________________
9)春节期间中国人总是挂灯笼。（hang red lanterns） During Spring Festival ,the Chinese always hang __________________________________________ red lanterns _____________ 10)我的父母给了我一个红包。（give sb sth) My parents gave me a big red envelope. ___________________________________
Do a survey(做一个调查)
Name Festival
Children's Day Teachers' Day New year's Day Spring Festival
Christmas …………
A：What’s your favourite festival? B: My favourite festival is …… ……is one's favourite festival.
My Favourite festival My favourite festival is Spring festival. It is in January or February.We often go shopping before it is coming .It looks like everyone is busy.
Liang He Middle School Deng Wenxia