长江大学一工部教案The teaching plan
英语教案
The Teaching Plan for the Final ExamG roup Members: (1) NameTeaching Materials:Go for It (Unit 1 Is thisyour pencil?)Students' level: Junior 1Teaching aims: 1. To learn to school things words & phrases2. Let students can understand how to ask the position ofsome things and communicate in English.3. Help students to listen easy English conversations well.4. Help students have a good command of the sentencepattern of interrogative questions and its response. Teaching contents: 1.new words:pencil, pen, book, eraser, ruler, dictionary, pencil case, pencil sharpener2. Key sentences:(1)Is this your pencil?Yes, it is. It’s my pencil.No, it isn’t. It’s his backpack.(2) What’s this/that in English?This/That/It is…Teaching focus: 1. Learn to talk about school things and to introduce thenames of some school things.2. Interrogative questions3. Improve students’ listening skillTeaching aids: 1. Cards2.Blackboard3.Real objects4.Multimedia( ppt )Teaching Time: 45 minutesTeaching Stages:Stage one1. Presentation1.1. Introduction (2 minutes)T: Hello, everyone! How are you today?S: Fine, thank you.T: Today, I bring something to show you, do you know what is in my bag?S: No!T: Ok, I will show you. (Teacher takes out things one by one)T: What is this?S: It is a book.T: Y es, very good! And how about this?S:是铅笔.T: What’s this in English?S: I don’t know.T: Do you want to learn how to say that inEnglish?S: Yes!T: Ok! Today we will learn a new unit, Unit 1 is this your pencil? We will learn to talk about school things.1.2 Reading, Talking and Explaining (5minutes)T: First of all, let's learn some new words; the first one is "pencil". Look at the card and read after me. “Pencil”S: （repeat）pencil.T: pencil, pencil, pencil, (Read it three times)S: pencil, pencil, pencilT: Good! This is a pencil. Do you have a pencil?S: Yes I have. / No, I don’t have.T: Excellent! Let's come to see the second word, “pen ".(The teacher says the word "pen" clearly and writes on the blackboard) T: Listen to me carefully; "pen" 是钢笔的意思.What’s this? (Point at a pen. )S: I t’s a pen.T: Y es! Now, hold your pen up (Stress “pen”) and say after me “What’s this in English”?S: “What’s this in English”?T: This is a pen. (Write “This is a pen” on the blackboard.)S: This is a penT: Good. You are really clever! Now read after me three times, “pen, pen, pen”(用升降调)S: pen, pen, penT: Good. Point to your friend’s pen and say “this is a pen.”S: This is a penT: Next, we learn the other new word. This is a dictionary, 这是字典。
Teaching Plan(学生教案)
1.haning chart 2.media : PPT, record
Teaching
Procedures
Step1:Warming up
①ask class monitor whether everyone is here
②ask the class did they have a good time or enjoy themselves on last weekend
Key Points
New Words : subway mile minute bus
Phrases : far from get to how long how far
Teaching
Aims
Unit 4
1 .To let the students know how to ask the way and the time someone get toschool.
Unit 4
Part 3
1 .To let the students know how to ask the way and the time someone get toschool.
2 .To teach the students how to use the sentence structure : how＋General Question
Step3 :Text Presenting
Question1①how do you get to school when you were young
②how far is it from your home to your school
Question2①how do you get to school now
The teaching plan教学设计与反思
fall--- use the spelling and thepronunciation fromtall and ball.
In English vocabulary teaching, only when thelanguage environment can the students feel. So when I teach the four words, I put the words into the sentences, such as:I like summer. Summer is hot. Winter is coldand so on. Make the students understand easily.
A Season Book
It’s an opening activity. When the students see it, they can use their own words and sentence to describe the season. For the lower level students, I help them with the word list to encourage them. I not only combined with the words and sentences, but also the meaning oflanguageandlanguage environment. eg,I see a snowman. I feel cold in winter.I put on my winter jacket .Ss practice in four—people group. Every child speak more than three sentences ,then choose the winner in the group to present in class .
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课程教案TeachingPlan
Teaching Plan -10:Finite element analysisLearning OutcomesOn the completion of this unit you will be able to correctly grasp the following knowledge as follows:•The concept of finite element analysis.•The theory of finite element analysis.•The steps of finite element software: preprocessor, post processor.AssessmentCompetency will be assessed by grasping the knowledge throughout this section.ResourcesTheory (Period: 2 classes in classroom)《CAD/CAM Principles and Applications》•Chapter 8: Finite element analysisKey PointFinite element analysis, preprocessor, post processorFinite element analysisConventional analytical methods for solving stresses and strains become very complex and almost impossible when the part geometry is intricate. Finite element modeling becomes a very convenient means to carry out the analysis. The finite element analysis is the right tool that be applied to a range of engineering problems.The finite element modeling process allows for discretizing the intricate geometries into small fundamental volumes called finite elements. It is possible to write the governing equations and material properties for these elements. These equations are assembled by taking proper care of the constraints and loading, which results in a set of equations. These equations when be solved will give the results that describe the behavior of the original complex geometry which being analysed.Application of FEM is not limited to mechanical system alone but to a a range of engineering problem:⏹Stress analysis⏹Dynamic analysis⏹Deformation studies⏹Fluid analysis⏹Heat flow analysis⏹Seepage analysis⏹Magnetic flux studies⏹Acoustic analysisSo many commercial software systems are available for this application. Generally a very powerful computer is needed to solve a complex problem. With the help of FEA, it is possible to try a number of alternative designs before actually going for prototype manufacturing.Finite element modelingIn order to understand the concept of FEM, the example of a simple one dimensional problem is given, and the same concepts can be extended to two or three dimensional problem similarly.A taper beam is considered with an unidirectional force acting in the direction of X axis. There are some concepts should be used during the solving process: displacement u, stress δ, strainε, load F, elasticity E.δ=EεThe total force T acting on the geometry consists of three components: the body force f, the traction force T and the point force P. the body force acts on every point of the body, e.g. the body weight. The traction force acts on the surface such as friction.Because the uniform cross-section of the beam make it difficult to discretize, it should be converted into a stepped shaft of different diameters and each of them is uniform in size. Each of these sections is called as finite elements and is numbered with different number.The nodes are used as the points of application of the point forces. Since it is a one dimensional problem, each of the nodes only can have a displacement in one direction and has only one degree of freedom. Q represents the displacement and F represents the force. Q=Q{Q1,Q2,Q3,Q4}, F={F1,F2,F3,F4}.forδ= F/Aδ=E•εε=∆l/lthen F=A•E•∆l/l = (A•E /l)•∆lstiffness K= E•A/l= E•(A /l)matrix [K] =E•[A/l](A: cross-sectional area of each element, l: length of each element)F= (A•E /l)•∆lmatrix [F]=[K]•[Q] (★)(Q: displacement of each element, F: force of each element)With the necessary boundary conditions and loading condition, the equation (★) will be found the solution composite problem. It is possible to formulate similar methods for two and three dimensional as well as other type of problems such as heat transfer and fluid flow.FEM softwareThe total process of solving a particular problem using the finite element analysis method consists of the steps as follows:⏹Convert the geometry into discretized elements and calculate various properties for each element such as geometry, material properties, constraints and loading.⏹Assemble the global equations from the formulation specified in the previous stage and then solve them to obtain the results.⏹Interpret the results in specific form depending upon the type of problem solved.Carrying out all above processes manually is a quite tedious task. Commercial comprehensive finite element analysis software can convert it into an easy job.Three stage approaches are executed in turn.PreprocessorThe preprocessor of a FEM software allows for the following functions:⏹Create the geometry⏹Generate the finite element mesh⏹Calculate the nodes and elemental properties⏹Allow for the boundary conditions (support conditions and loading conditions)⏹Allow for the properties to be specified.The modeling application provided in the FEM software is usually cumbersome compared to the ones in CAD systems. It is necessary to direct linkage in which the geometric model from CAD system can be used as the preprocessing part of FE systems. The most common one is DXF or IGES format model. The model also should can be converted into FE mesh, and the data also can be assembled with the important information such as the boundary conditions.The type of elements to be used for generating the mesh depends upon the actual geometry and the type of problem which be considered.Once the conversion of the geometry into the FE form is completed, it is to be solved using the available solver within the FE software. The results will be generated after all the assemble equations are solved.Post processorPost processing involves the ability to go through a large amount of data generated during the solving process and convert it into an easily understood form for the design purpose: contour plot, line plot.Supplement of FEAThe model used in FEA is not as same as the one in design, and many details of the model should be ignored such as chamfer, fillet.⏹If a model is a symmetrical part, it is a easy way to get the half or quarter to analysis.⏹The results of the FEA are not the same within the different FEA softwarebecause of the different calculation methods.The results of the FEA are regarded as accurate ones in a precision scope.。
Teaching Plan教案
Teaching PlanTeaching PlanⅠ、Teaching AimsPart One Knowledge AimsHigh School English Grammar—Tense and V oiceTense classificationThere are 12 tenses in the College Extrance Examination.⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doingThe students should know all the 12 tenses and at the same time they must know how to use them.In the College Extrance Examination,students must choose A,B,C,D according to the knowledge they have learnt.Part Two Ability AimsStudents should improve their abilities of doing such kinds of problems.They should know any conditions of the using that all the 12 tenses.Part Three Morality AimsOn one hand,maybe students are poor at English and have the lower level.But in my view,I should be patient with the teenagers and try my best to help them improve their interests in English as much as I can.On the other hand,Ishould try to let the good students better and better.In the future,they will become a perfect one in English. Teaching Importance⑴Present Perfect Tense⑵Past Perfect Tense⑶Future Perfect Tense⑷Present Perfect Continuous Tense⑸Past Perfect Continuous Tense⑹Future Perfect Continuous TenseBecause the students have met the other six forms of tenses before.They know something about the tense.But to these new forms,we know little about them.Students should know how to use these forms.①In a long sentence,if ＂since＂, ＂for＂, ＂so far＂, ＂in the past fewyears＂, ＂up to now ＂appears,we will use Perfect Tense.②This (That/It) is the first /second/third time have done sth.③This (That/It) was the first/second/third time had done sth.④Hardly/scarcely/barely had done…when…⑤No sooner had done than…Teaching DifficultiesThe difference between Past Indefinite Tense and Present Perfect Tense.Because they are similar with each other.Both of them can explain things which has happened in the past.But they are different from each other.The Past Indefinite Tense just explains the things happened in the past time.The Present Perfect Tense not only explains the things happened in the past time,but also have the influence at present.For example :My uncle worked in the factory for many years.My uncle has worked in the factory for many years,so he is full of experience. Contrast the two sentences,the first one just said the fact that my uncle worked for the factory,but in the second one said he worked for the factory so he is full of experience,it is the influence of the work.That is the difference between them.When students complete such kinds of problems ,they should pay attention to the influence or the effects and choose the right forms of tensesTeaching AidsI will use Power Point to show what I want the students to know,also I will write some important parts of the Power Point to let the students more clear.Teaching MethodsStudents can work into groups and discuss about the tenses they know.Ask someone come to the blackboard to show their success.So students can learn from each other and learn more.Ⅱ、Teaching Course⑴RevisionI will ask some questions about what we have learnt from last class.And then I can check the students if they do some revisions after class,at the same time,I also can make a connection with the information about which I will teach next.⑵PresontationThe use of 12 tenses and voice.⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doing⑶PracticeDo some exercises according to the exercise book then I will give the answers and tellthem why we choose these.⑷ConsolidationWhat we have learnt this class.The use of 12 tenses .⑸HomeworkPlease complete the exercise books and I will give them the answers in the next class.Do some revisions and I will ask someone to answer my questions.Ⅲ、Blackboard Design⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doingFor example :My uncle worked in the factory for many years.My uncle has worked in the factory for many years,so he is full of experience.。
授课教案 (Teaching plan)
授课教案（Teaching plan）培养目标作为现代高等教育的发端，天津大学在一百一十多年的办学实践中，秉承“实事求是”校训和“严谨治学、严格教学要求”的双严方针，牢固树立学校以育人为本、育人以教育为先、质量是学校的生命线、教学工作在学校具有优先地位的理念。
强化教学管理，深化教学改革，逐步构建了具有天大特色的本科创新人才培养体系。
努力培养专业口径宽、理论基础厚、实践能力强、综合素质高，具有创新精神和国际视野的高层次人才，使之成为推动科技创新、经济发展、社会进步的栋梁。
本课程是高等学校化学工程及工艺专业（本科）的一门专业基础课，是学生在具备了物理化学、化工原理、化工热力学等技术基础知识后的一门专业主干课。
本课程主要讲授化工生产实际中复杂物系的分级、分离、浓缩、提纯等技术。
通过该课程的学习，使学生掌握各种常用分离过程的基本理论，操作特点，简捷和严格计算方法以及强化改进操作的途径，并对一些新型分离技术有一定的了解，能够根据具体的分离任务和分离要求，选择适宜的分离方法，设计合理的分离序贯。
围绕本课程的实验教学、仿真实习、工程案例教学环节使分离理论与实践有机结合，显著增强了课程的工程实践特色，符合工科创新性人才的培养目标。
重点难点（1）课程的重点、难点化工分离过程属于理论性较强的课程，综合运用化工原理、物理化学、化工热力学、传递过程等课程的理论知识，针对化工生产中经常遇到的多组分非理想性物系，从分离过程的共性出发，讨论各种分离方法的特征。
本课程着重基本概念的理解，为分离过程的选择、特性分析和计算奠定基础。
在以基础知识、基本理论为重点的基础上，强调将工程与工艺相结合的观点，以及设计和分析能力的训练；强调理论联系实际，以提高解决实际问题的能力。
另外，在讲授传统分离技术的同时，还不断引进新型分离技术的有关内容，并逐渐加强其重要性，以拓宽学生在分离工程领域的知识面，从而适应多种专业化方向的要求。
难点在于本课程中应用到很多化工热力学和传递过程理论，内容较为深奥和抽象。
Teaching Plan教案
Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。
teaching plan
Teaching PlanTopic: Module 4 Sandstorms in AsiaClass type: Reading and vocabularyTeacher: Zhao WantingClass: Class Six, Grade OneTeaching objectives1. Knowledge objectives:(1) Students should master some words and expressions in the reading passage.(2) Students should learn to use the useful expressions and sentence patterns in their writing.2. Ability objectives:(1) Students learn how to grasp useful information by fast and intensive reading by means of individual work and teamwork.(2) Students learn to write a composition imitating the structure of the reading passage.3. Emotional objectives:Students should raise awareness of the environmental problems..Teaching focusStudents know how to learn by means of the teamwork and master the usage of some words and expressions.Teaching difficultiesStudents learn how to use some useful expressions and sentence patterns in their writing.Teaching methodsSs-centered, cooperative learning approach, the whole-language teaching Teaching aidsA computer, the blackboard, and a projector.Teaching proceduresStep1. Lead-inShow a video about sandstorms to arouse the students’ interest in the passage.Ask students a question.Step2.check the words and phrases in the preview part.Each group read five together.Step3. Reading1. Skimming:Asks the students to read the text quickly and find the answer to the question. Students finish this activity individually.2. careful reading(1) Ask the students to read the passage carefully and loudly and then discuss the questions in groups. Then ask students to choose one colour to answer one question.(2) Ask the students to do true or false questions individually. Show the sentence one by one. They can just stand up without putting up hands and tell the answers. (3) Ask the students to fill in the chart about the structure according to the text by means of teamwork.(4) Ask the students to retell the passage using the chart.Step4. Consolidation1. Show students a video about the Earth used by Chai Jing in her documentary “ Under the Dome”. Lead students to the topic of haze. Ask the students to write a composition about haze by imitating the structure of the reading passage. Ask students to try to use the expressions and sentence patterns appearing in the passage. Each group chooses one part to write and show it to the class.2. Show students the teacher’s composition. Read it together.Step5. HomeworkComplete the composition about haze.。
Teaching Plan(模板)精选全文
可编辑修改精选全文完整版Teaching PlanTeaching Content:Go for it, (students’ book of grade 9)Unit 1 How do you study for a test? (Section B, 3a, 3b, 3c.)Teaching Time: One class hour (40 minutes)Teaching Aims:1. Learn and master new words, phrases and sentence patterns.2. Enable the students to talk in English about how to study English very well.3. Develop the students reading and writing ability.Important Points:1. Master some phrases and the objective clause.2. Improve the students’ reading and writing ability on English learning skills.3. Learn to co-operate in the study with classmateTeaching Difficult Points:1. Phrases and Sentence Patterns:first of all, later on, laugh at, take notesSb. realize that – clause2.Improv e the students’ reading skills---skimming and scanning, locating the specificinformation.Teaching Methods:1. Task-based language teaching method.2. Question-and-answer activities to help the students to go through the whole passage.3. Individual, pair and group work to make every student work in class.Teaching Aids:The blackboardTeaching Procedures:Step 1 Greeting(1 min)Teacher uses different greeting expression to say “hello” with the students Step 2 Revision and lead-in(3 min)The teacher review the language points by asking the following questions:1.Can you speak English?2.How long have learned English?3.Are you enjoying learning English?4.Do you have good ways to study English well?Step 3 Presentation for reading(4 min)Students are asked to discuss with partner in 2 minutes and answer the question: Would you like to learn English well?Step 4 While-reading (25min)1. Fast reading(5 min)The students are given 2 minutes to read passage quickly. And then answer a question:How does she learn English well?The right answer will be repeated and written on the blackboard.2. Careful reading(10 min)After the teacher explain the main phrases “first of all, later on, laugh at, take notes”,and sentence patterns “ Sb. realize that – clause”, the students are given 4 minutes toread passage carefully again and do the exercises in pairs 3a, 3b,.The answer will be shared by the students in the group. And one representative willshare their group’s answer with the whole class.3. Practice(10 min)1) The teacher summarizes the good ways to learn English mentioned in the text..2) Divide students to groups to discuss how to become a better language learner.Then write a complete letter with about 50 words.Step 5 Post-reading(6 min)Make a competition: Invite the leader to read the complete letter.Step 6 Homework(1min)e the vocabulary learned in the class to write a short report on your own learning experience.2.Do a research on the good or helpful lessons on English learning.The Blackboard Design:Reflection:(It will be written just after class)。
大班英语优质课教案《Teaching Plan》
大班英语优质课教案《TeachingPlan》一、教学目标1.让学生掌握本节课的单词和句型。
2.培养学生的听说能力和团队合作意识。
3.激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1.单词：family,mother,father,brother,sister,me2.句型：Whois?He/Sheis三、教学重点与难点1.教学重点：单词和句型的掌握，以及听说能力的培养。
2.教学难点：学生对句型的运用和发音。
四、教学过程Step1:热身活动1.老师与学生进行简单的英语交流，如：Hello,howareyou?What'syourname?2.学生自由交流，练习口语。
Step2:导入新课1.老师展示一张家庭照片，引导学生说出家庭成员的英文表达。
2.学生跟读单词：family,mother,father,brother,sister,meStep3:学习单词和句型1.老师逐个教授单词，让学生模仿发音，并组内练习。
2.老师展示句型：Whois?He/Sheis，让学生模仿并练习。
3.学生两人一组，互相提问并回答。
Step4:小组活动1.老师将学生分成若干小组，每组选出一个组长。
2.每组根据所学单词和句型，编写一段对话。
3.各组进行展示，其他组认真倾听并给予评价。
Step5:游戏环节1.老师设计一个“猜猜看”游戏，让学生根据提示猜出家庭成员。
2.学生积极参与游戏，巩固所学知识。
1.老师邀请几名学生分享他们在本节课中的收获。
2.老师对学生的表现进行评价，给予鼓励和指导。
Step7:课后作业1.学生回家后，与家人一起用所学单词和句型进行交流。
2.家长监督并签字，确保孩子完成作业。
五、教学反思1.本节课通过多种形式的活动，让学生在轻松愉快的氛围中学习英语。
2.学生在小组活动中积极参与，提高了他们的团队合作意识和口语能力。
3.游戏环节让学生在游戏中巩固所学知识，提高了他们的学习兴趣。
4.课后作业的布置，有助于学生将所学知识运用到实际生活中。
课程教案TeachingPlan
Teaching Plan -10:Finite element analysisLearning OutcomesOn the completion of this unit you will be able to correctly grasp the following knowledge as follows:•The concept of finite element analysis.•The theory of finite element analysis.•The steps of finite element software: preprocessor, post processor.AssessmentCompetency will be assessed by grasping the knowledge throughout this section.ResourcesTheory (Period: 2 classes in classroom)《CAD/CAM Principles and Applications》•Chapter 8: Finite element analysisKey PointFinite element analysis, preprocessor, post processorFinite element analysisConventional analytical methods for solving stresses and strains become very complex and almost impossible when the part geometry is intricate. Finite element modeling becomes a very convenient means to carry out the analysis. The finite element analysis is the right tool that be applied to a range of engineering problems.The finite element modeling process allows for discretizing the intricate geometries into small fundamental volumes called finite elements. It is possible to write the governing equations and material properties for these elements. These equations are assembled by taking proper care of the constraints and loading, which results in a set of equations. These equations when be solved will give the results that describe the behavior of the original complex geometry which being analysed.Application of FEM is not limited to mechanical system alone but to a a range of engineering problem:⏹Stress analysis⏹Dynamic analysis⏹Deformation studies⏹Fluid analysis⏹Heat flow analysis⏹Seepage analysis⏹Magnetic flux studies⏹Acoustic analysisSo many commercial software systems are available for this application. Generally a very powerful computer is needed to solve a complex problem. With the help of FEA, it is possible to try a number of alternative designs before actually going for prototype manufacturing.Finite element modelingIn order to understand the concept of FEM, the example of a simple one dimensional problem is given, and the same concepts can be extended to two or three dimensional problem similarly.A taper beam is considered with an unidirectional force acting in the direction of X axis. There are some concepts should be used during the solving process: displacement u, stress δ, strainε, load F, elasticity E.δ=EεThe total force T acting on the geometry consists of three components: the body force f, the traction force T and the point force P. the body force acts on every point of the body, e.g. the body weight. The traction force acts on the surface such as friction.Because the uniform cross-section of the beam make it difficult to discretize, it should be converted into a stepped shaft of different diameters and each of them is uniform in size. Each of these sections is called as finite elements and is numbered with different number.The nodes are used as the points of application of the point forces. Since it is a one dimensional problem, each of the nodes only can have a displacement in one direction and has only one degree of freedom. Q represents the displacement and F represents the force. Q=Q{Q1,Q2,Q3,Q4}, F={F1,F2,F3,F4}.forδ= F/Aδ=E•εε=∆l/lthen F=A•E•∆l/l = (A•E /l)•∆lstiffness K= E•A/l= E•(A /l)matrix [K] =E•[A/l](A: cross-sectional area of each element, l: length of each element)F= (A•E /l)•∆lmatrix [F]=[K]•[Q] (★)(Q: displacement of each element, F: force of each element)With the necessary boundary conditions and loading condition, the equation (★) will be found the solution composite problem. It is possible to formulate similar methods for two and three dimensional as well as other type of problems such as heat transfer and fluid flow.FEM softwareThe total process of solving a particular problem using the finite element analysis method consists of the steps as follows:⏹Convert the geometry into discretized elements and calculate various properties for each element such as geometry, material properties, constraints and loading.⏹Assemble the global equations from the formulation specified in the previous stage and then solve them to obtain the results.⏹Interpret the results in specific form depending upon the type of problem solved.Carrying out all above processes manually is a quite tedious task. Commercial comprehensive finite element analysis software can convert it into an easy job.Three stage approaches are executed in turn.PreprocessorThe preprocessor of a FEM software allows for the following functions:⏹Create the geometry⏹Generate the finite element mesh⏹Calculate the nodes and elemental properties⏹Allow for the boundary conditions (support conditions and loading conditions)⏹Allow for the properties to be specified.The modeling application provided in the FEM software is usually cumbersome compared to the ones in CAD systems. It is necessary to direct linkage in which the geometric model from CAD system can be used as the preprocessing part of FE systems. The most common one is DXF or IGES format model. The model also should can be converted into FE mesh, and the data also can be assembled with the important information such as the boundary conditions.The type of elements to be used for generating the mesh depends upon the actual geometry and the type of problem which be considered.Once the conversion of the geometry into the FE form is completed, it is to be solved using the available solver within the FE software. The results will be generated after all the assemble equations are solved.Post processorPost processing involves the ability to go through a large amount of data generated during the solving process and convert it into an easily understood form for the design purpose: contour plot, line plot.Supplement of FEAThe model used in FEA is not as same as the one in design, and many details of the model should be ignored such as chamfer, fillet.⏹If a model is a symmetrical part, it is a easy way to get the half or quarter to analysis.⏹The results of the FEA are not the same within the different FEA softwarebecause of the different calculation methods.The results of the FEA are regarded as accurate ones in a precision scope.。
大班英语优质课教案《Teaching Plan》
大班英语优质课教案《Teaching Plan》教学目标:1. 学生能够熟练掌握并正确使用课文中的词汇和短语。
2. 学生能够理解并正确运用课文中的语法知识。
3. 学生能够听懂并复述课文内容。
4. 学生能够运用课文中的句型进行对话练习。
教学重点:1. 词汇和短语的学习和应用。
2. 语法知识的理解和运用。
教学难点:1. 在实际情境中应用课文内容。
2. 运用课文中的句子进行对话练习。
教学准备:1. 教师准备一份课文的副本。
2. 准备一些与课文相关的图片和实物。
3. 准备一些与课文内容相关的问题。
教学步骤:步骤一: 导入新课1. 预习Lead-in.- 引入与课文内容相关的话题或图片，激发学生的学习兴趣。
- 利用问题导入课文内容。
2. 接下来教师和学生一起预测课文内容。
步骤二: 展示和理解课文1. 教师给学生展示课文，让学生跟读并逐句理解。
2. 分组活动: 学生分成小组，每一个小组负责解释一个句子或段落的意思，并进行展示。
步骤三: 词汇和短语练习1. 教师利用图片和实物进行词汇和短语的教学和练习。
- 教师提供一些例句来帮助学生理解和运用词汇和短语。
2. 学生进行个人或小组练习，通过造句或对话的形式巩固所学的词汇和短语。
步骤四: 语法知识的学习和运用1. 教师解释课文中出现的语法知识。
- 提供相关的例句和练习来帮助学生理解和掌握语法知识。
2. 学生进行个人或小组练习，通过造句或对话的形式运用所学的语法知识。
步骤五: 模仿对话和练习1. 教师给学生展示一段对话，要求学生模仿并尽量使用课文中的句子和语法知识。
2. 学生进行对话练习，并相互评估对方的表达能力。
步骤六: 课堂总结和拓展1. 教师对本节课内容进行总结，并提问学生对本节课的反馈。
- 检查学生对本节课所学的词汇、短语和语法知识的掌握情况。
2. 教师提供一些与课文相关的拓展活动，帮助学生进一步巩固所学的内容。
3. 阐述后续学习内容，为下节课做好铺垫。
步骤七: 作业布置1. 布置课后作业，要求学生完成书面练习或口头作业。
高一英语The teaching plan 优秀教案
The teaching planforBook 1 Module 1 Period 4 GrammarBy Chengdu Northwest High School Zheng XueThe General Idea of This PeriodIn this period, we’ll review the use of the present tense by practicing.Teaching AimReview the present tense.Teaching Important PointFinish some exercises to review the present tense.Teaching Difficult PointHow to improve the students’ ability.Teaching Aids1. the blackboard2. the multimediaTeaching ProceduresStep 1 Greetings and RevisionStep 2 Grammar 11、the present simple tense：①.表示经常性;习惯性的动作或存在的状态。
常与usually, often, always, every day, sometimes, once amonth, never, on Mondays 等时间状语连用。
e.g. He never gives up, whenever he fails.②表示普遍真理和客观存在的事实。
e.g. A plane travels more quickly than any other traffic.③表示现在时刻发生的动作或存在的状态。
e.g. It’s Sunday today. He is at church.④表示与安排、方案或时刻表有关的动作。
常用于转移动词。
《Teachingplan》教学设计
《Teachingplan》教学设计Teaching aims:活动目标知识目标：Students can master the new words “hair, shoe, glasses...”.能力目标：Students can use the sentences “He has glasses and his shoes are blue...”.情感目标：Students learn to cherish their friends.Teaching procedures:活动流程Step 1. Warm-upGreetings!T: Hello, everyone! I'm your new teacher, Miss Shen. Do you want to be my friend? Let's be good friends, OK? Boys and girls, follow me. Friends, friends, good friends!（拍手并与学生击掌）设计意图：（通过教师的自我介绍和 Greeting 与学生交朋友，拉近师生间的距离。
带领全部挥挥手，拍拍手，活跃气氛，调动学生学习的积极性。
同时教学了friends，明确了主题。
）Step 2. Presentation1. T: (Point to a girl.) She is short and thin .She has long hair.(Point to a boy.) He is tall and strong. He has short hair.板书：He/She is...He/She has ...2、T：(Point to a boy’s shoes.)What colour are his shoes？Ss: His shoes are green.设计意图：（看周围的同学，运用最简单、最直观的教学资源引出新授内容。
teachingplan教学计划
Teaching PlanTeacher He Weihua (何维华 )Teaching Science Has Spoiled My Supper, Text A,80 minutesContent TimeUnit 2 Diet and FitnessTarget Grade 1, collegeStudentsa ：Students can understand and use new words and phrases about diet and food;Teachingb ：Enable students to understand and retell the text we learn at this class;Objectivesc ：Improve Students ’ reading skills and enhance their confidence in learning English.TeachingKey and Difficult pointsKey point ：How to seize the main idea of the passageDifficult point：Some difficult structures and TranslationTeaching Procedures ：Step one: warming upAsk students some questions and then lead to the theme —diet and fitness1.Science has brought about far-reaching changes in every sphere of our daily life. Give some examples.e.g. communicate with different friends and relatives far off distances. 2.Have you felt the way about what science has done to our food? e.g. transgene, more delicious, colorful corns ?Step two: explain new words and phrases ★commit v.(a) to do sth wrong or illegal 做出（错或非法的事），犯（罪或错等）e.g. commit murder 犯谋杀罪Most crimes are committed by young men.多数罪行都是年轻人犯下的。
八年级教案TEACHING PLAN L4 B2-教学教案
lesson 4 unit 1 book 2teacher: shu hehuaschool: no.3 middle school ,danyangtime: september 4,2003teaching aims:1.develop the students’abilities of listening,speaking and reading2. learn the new words and review the simple present tense and the present continuous tenseteaching aids: a tape recorder,some slides for shows,exercises for lesson 4,picturesteaching procedures:step 1: revisionrevise name dialoguesrevise english names :david william lewis the full namecatherine mary jones the given /first namestep 2 : read and actask the students to listen carefullyplay the tape againread the dialogue and act it out in pairsstep 3 : listeningask : what are we doing for this exercise?play the dialogue once, check the answerstep 4 : readread the text and answer the following questions1.where is phillip living?2.how do people sometimes spell his name?3.what name does wang jingjing want to give phillip?step 5: exercises in class用所给动词的适当形式填空。
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长江大学一工部教案The teaching plan授课专业大学英语班级教师职称2011－2012学年度第1 学期第15周课程名称大学英语AI读写课题《新视野大学英语》(第二版) 第一册第八单元secionBI. ObjectivesSs are required to:-- grasp the main idea :how to increas creativity-- understand the passages and master the language points;-- narrate in a way with a set of sequential action;-- reading between the linesII. Emphases & Difficulties1. Paragraph Writing: a paragraph of a set of sequential actions;2. Reading: reading between the lines;3. Sentence Structure:an attributive clauseIII. Teaching Methods1. Group Discussion:how to solve “the two-string problom” in any other ways2. Class Discussion:ways of increasing creativity3. Oral PresentationsV. References1.New Horizon College English ( 2nd Edition) (Book I )2.New Horizon College English Teachers’ Book ( 2nd Edition) (Book I )3.Speed Reading3.VI. Homework1. Exercises of Section B2. Self-study: Speed Reading Unit 83. Comprehensive exercises of Unit 8VII. MemoVIII. T asks & ProcessesPeriod 1 While-reading discusshow to solve “the two-string problom” in any other waysPeriod 2 While-reading1. Main idea and devices for developing itPeriod 3 While-reading1. Details in Text B ( language points)Period 4recitingX Teaching ProceduresPeriod 1 While-reading discusshow to solve “the two-string problom” in any other waysask some students about the question after group disscutionPeriod 2 While-reading1. Main idea and devices for developing itThe text mainly tells about the ways of increasing creativityPart I:（para1-4）how to chill the wine in a simple way in some minites ,tell us most of us seldom achieve our creative potential,but the reservoir of ideas hinding within every one of us can be unlockedPartII:(Para.5-15)the four ways of increasing creativity:capture the fleeting ,daydream ,seek challenges ,Expand your worldPart III: (Para.16)Becoming more creative means paying attention to that endless flow of ideas you produce ,and learning to capture and act upon the new that is within youPeriod 3 While-reading1. Details in Text B ( language points)Para2 Asked to reveal her secret ,she said ,“I poured it in a plastic bag and dipped it in ice water. 过去分词短语作状语。
Ask与主语she 是被动关系。
Para7 “But scarcely did I awake when away flew the tune and I could not recall any part of it .”Scarcely…when…为倒装语句Para8 Not every idea will have value but capture it first and evaluate later.部分否定not every idea ：并不是所有的主意。
英语中的部分否定（即不完全否定）有如下一些表示方法：一、all 的否定式：not all…（或：all…not）表示“并非都……”、“不是所有的都……”例如：Not all men can be masters. (= All men cannot be masters.) 并非人人都能当头头。
Not all bamboo grows tall. 并非所有的竹子都会长得很高。
二、both 的否定式：not…both (或：both…not) “并非两个……都……”例如：I don't want both the books. 我不是两本书都要。
Both (the) windows are not open. 两扇窗子并不都开着。
三、every…的否定式：“不是每……都……”例如：Not every book is educative. (或：Every book is not educative.) 不是每本书都有教育意义的。
Not everyone likes this book. 并非人人都喜欢这本书。
This flower is not seen everywhere. 这花并不是随处可见的。
四、always的否定式：“并非总是（并非一直）……”例如：He is not always so sad. 他并不是一直都这样悲伤。
五、entirely, altogether, completely 和quite 的否定式：“不完全……”，“并非完全……”例如：The businessman is never to be entirely trusted. 不可以完全信任商人。
He felt not altogether satisfied. 他并不完全满意。
I don't agree completely. 我并不完全同意。
What he did was not quite proper. 他做的不十分妥当。
六、all the time 的否定式：“并非一直……”、“未必老是……”例如：A foolish man doesn't make a mistake all the time. 笨人未必老是犯错误。
七、not…and…的否定式，被否定的往往是and后面的那一部分。
例如：He did not speak clearly and correctly. 他讲得清楚但不正确。
This film is not interesting and instructive. 这部电影有趣但无教育意义。
She cannot sing and dance. 她会唱歌但不会跳舞。
如果将and 换成or，not 对其后面的两部分就全盘否定了。
He did not speak clearly or correctly. 他讲的既不清楚也不正确。
如要对上述的all, both, every, always, 以及entirely, altogether, completely, quite 和all the time 等词作完全否定，那就分别要用与之相对应的全否定词，如no, none, neither, no one, never, not (never)…at all 等。
例如：All of them can do it.--- None of them can do it.Both are good.---Neither is good.Everybody likes it. ---Nobody likes it.He is always late. --- He is never late.We don't trust them entirely. --- We never trust them at all.He was here all the time. --- He was never here.Para10 Anywhere you can be with your thoughts undisturbed ,you will find ideas emerge freely. Anywhere you can be with your thoughts undisturbed=wherever your thoughts are undisturbed Para11 Bringing people of diffrent ages and social status together may help you think in new ways .现在分词作主语Para12 On a visit to Santa Fe in 1943 ,she asked why she couldn’t see the picture he had just taken.介词短语作状语：On a visit to已到达…就Para15 what he had learned in one context transferred to a completely diffent one.主语从句e.g：What caused the accident remains unknownWhether we will go for an outing tomorrow remains unknownPeriod 4recitingRecet the para16 and the 10 sentences in page 200。