初中英语开题付图2019
思维导图运用于初中英语作文的课题开题报告
思维导图运用于初中英语作文的课题开题报告全文共3篇示例,供读者参考篇1Title: Application of Mind Mapping in English Composition for Junior High School Students1. Introduction1.1 BackgroundEnglish composition writing is an important part of English education for junior high school students. However, many students struggle with organizing their thoughts and ideas effectively in their writing.1.2 PurposeThe purpose of this study is to explore the use of mind mapping as a tool to help junior high school students improve their English composition writing skills.1.3 Objectives- To investigate the effectiveness of using mind mapping in improving the organization of ideas in English compositions.- To examine the impact of mind mapping on students’ ability to develop coherent and cohesive essays.- To analyze students’ perceptions and attitudes towards using mind mapping in English composition writing.2. Literature Review2.1 The Importance of English Composition WritingEnglish composition writing is essential for improving students’ language proficiency and critical thinking skills.2.2 Challenges in English Composition WritingStudents often face difficulties in organizing their ideas, developing a coherent argument, and maintaining focus in their writing.2.3 Mind Mapping as a Writing ToolMind mapping is a visual tool that helps students brainstorm ideas, organize information, and create connections between different concepts.3. Methodology3.1 ParticipantsThe study will involve 50 junior high school students from two classes.3.2 Procedure- Students will be introduced to the concept of mind mapping and its application in English composition writing.- Students will be divided into two groups: one group will use mind mapping to plan their essays, while the other group will use traditional outlining methods.- Students will write an essay on a given topic and their compositions will be evaluated based on organization, coherence, and cohesion.3.3 Data Collection- Pre-test and post-test essays- Surveys to gather students’ perceptions and attitudes towards using mind mapping in English composition writing.4. Results and DiscussionThe results of the study will be presented and discussed, focusing on the effectiveness of using mind mapping in improving the organization, coherence, and cohesion of students’ English compositions.5. ImplicationsThe findings of this study will provide valuable insights into the benefits of using mind mapping as a tool to enhance English composition writing skills for junior high school students. This study can inform educators on how to incorporate mind mapping into their teaching practices to improve students’ writing abilities.6. ConclusionIn conclusion, the use of mind mapping in English composition writing can be a valuable tool to help junior high school students improve their writing skills. By providing a visual and structured way to organize ideas, mind mapping can help students develop more coherent and cohesive essays. This study highlights the importance of integrating innovative teaching strategies, such as mind mapping, to enhance students’ learning experiences in English education.7. RecommendationsIt is recommended that more research be conducted on the long-term effects of using mind mapping in English composition writing. Teachers should also be trained on how to effectively incorporate mind mapping into their lesson plans andprovide students with opportunities to practice and develop their skills in using this tool.篇2Title: Application of Mind Mapping in Junior High School English Composition1. IntroductionIn recent years, the use of mind mapping has become increasingly popular in the field of education. Mind mapping is a visual way to organize information and ideas, helping students to understand and remember information more effectively. This research aims to explore the benefits of using mind mapping in teaching English composition to junior high school students.2. BackgroundEnglish composition is an essential skill for students to develop in order to communicate effectively. However, many students struggle with organizing their ideas and writing coherent and structured essays. Mind mapping is a useful tool that can help students brainstorm ideas, organize their thoughts, and create a well-structured essay.3. Research ObjectivesThe main objectives of this research are to:- Investigate the effectiveness of using mind mapping in teaching English composition to junior high school students- Identify the benefits and challenges of incorporating mind mapping in the classroom- Analyze the impact of mind mapping on students' writing skills and overall academic performance4. MethodologyThis research will involve conducting surveys and interviews with students and teachers to gather feedback on their experiences with using mind mapping in English composition classes. Additionally, students' writing samples will be analyzed to evaluate the quality of their essays before and after using mind mapping techniques.5. Expected ResultsBased on previous research and anecdotal evidence, it is expected that using mind mapping in teaching English composition will lead to improved writing skills, better organization of ideas, and increased creativity among students. Teachers may also find that using mind mapping can make their lessons more engaging and interactive.6. ConclusionIn conclusion, the use of mind mapping in teaching English composition to junior high school students has the potential to greatly benefit students in their writing skills and overall academic performance. By incorporating mind mapping techniques into the curriculum, teachers can help students develop essential skills for effective communication and critical thinking.篇3Title: Applying Mind Maps to Middle School English CompositionIntroduction:In the modern educational landscape, the use of mind maps has become increasingly popular as a tool for brainstorming, organizing ideas, and enhancing critical thinking skills. This study aims to explore the effectiveness of utilizing mind maps in middle school English composition classes. By integrating this visual learning technique into the curriculum, students can improve their writing skills, enhance creativity, and develop a deeper understanding of the English language.Literature Review:Research has shown that mind maps can help students organize and visualize their thoughts, leading to improved memory retention and comprehension. In the context of English composition, this can be particularly beneficial as students often struggle with structuring their ideas and expressing themselves effectively in writing. By using mind maps as a pre-writing tool, students can create a clear roadmap for their essays, ensuring that their arguments are logical and coherent.Methodology:To investigate the impact of mind maps on middle school English composition, a mixed-methods approach will be utilized. Quantitative data will be collected through pre- andpost-assessment tests to measure improvements in students' writing skills. Qualitative data will be gathered through student surveys and interviews to evaluate their perceptions of using mind maps in the writing process.Results:Preliminary results indicate that students who used mind maps in their English composition classes showed a significant improvement in their writing scores compared to those who did not use this visual tool. Students reported that mind mapshelped them organize their thoughts, develop more coherent arguments, and enhance their creativity in writing.Conclusion:In conclusion, the use of mind maps in middle school English composition classes has the potential to improve students' writing skills and foster a deeper understanding of the English language. By incorporating this visual learning technique into the curriculum, educators can help students develop critical thinking skills, enhance their creativity, and ultimately become more effective communicators in both written and verbal form. Further research is needed to explore the long-term impact of using mind maps in the classroom and identify best practices for incorporating this tool into the curriculum.。
课题开题报告书《在英语教学中巧妙设计思维导图的研究》
1.本课题的重要观点(即理论依据和在实践中的认识,以此作为指导研究的依据):
思维导图(MindMap)是由世界著名心理学家、教育学家托尼・博赞(TonyBuzen)于20世纪60年代提出的。“思维和画图是人类最基础的语言。”托尼・博赞(TonyBuzen)强调,思维导图这一思维工具虽然看起来简单,但是作为一种学习策略,它不仅可以增强大脑思维能力,提升观察力、注意力与记忆力,而且更重要的是它能够启发联想力和创造力。
1.培养学习兴趣,活跃课堂气氛。
兴趣是最好的老师。传统的小学英语教学较为单调、乏味、拘谨、局限,思维导图可将知识分明化和视觉化,变成有利于学生记忆且有高度条理性的图形,逐渐培养学生学习英语的良好兴趣。在教学过程中,通过思维导图引导学生思考,吸引其注意力,使学习英语的兴趣盎然,从而活跃课堂气氛。
2.使知识结构化பைடு நூலகம்提高学习效率。
3.本课题的创新之处。
1.借助思维导图,帮助词汇学习
词汇学习既是每一门语言学习的基础,也是英语学习的基础,词汇的学习和积累往往是英语学习是否成功的关键所在。在英语的词汇教学中,我们可以采用Circle Map 圆圈图、Tree Map 树状图、Bubble Map 气泡图、Double Bubble Map 双重气泡图等思维导图的种类设计,进而提高词汇学习的效率。
随着教学改革的不断深入,英语教材种类的不断更新和内容的加深,英语教学的教学内容不断扩大,教学要求也不断提高。对于如何在有限的四十分钟内高效优质地完成教学任务,提高课堂效率、扩展课堂容量是解决英语教学问题的关键所在。而思维导图可以在此方面发挥着积极的和重要的作用。
2.课题研究的重点和基本内容(将课题分解成若干个小问题进行研究)。
初中英语课题开题仪式流程
初中英语课题开题仪式流程Here is an essay on the topic of "Procedure for the Opening Ceremony of a Middle School English Course" with a word count of over 1000 words, written entirely in English without any additional punctuation marks.The opening ceremony of a middle school English course is a momentous occasion that marks the beginning of a new academic journey for students. This ceremony serves to formally introduce the course, its objectives, and the expectations of both the students and the instructors. The well-planned and executed procedure for this event ensures a smooth and engaging start to the English language learning experience.The first step in the process is the selection of the venue. The ceremony should take place in a spacious and well-equipped room, such as the school's auditorium or a large classroom, to accommodate the anticipated number of attendees. The venue should be prepared with appropriate seating arrangements, a podium or stage for the speakers, and any necessary audio-visual equipment.The next crucial element is the invitation and registration of the participants. The school administration should extend formal invitations to the students enrolled in the English course, their parents or guardians, and any distinguished guests, such as school administrators, local dignitaries, or educational experts. The invitations should include the date, time, and location of the ceremony, as well as any other relevant information. Additionally, a registration process should be established to ensure an accurate headcount and efficient organization of the event.As the attendees arrive, they should be greeted by a team of ushers who can guide them to their designated seating areas and provide any necessary assistance. This initial welcome sets the tone for the ceremony and helps to create a sense of anticipation and excitement among the participants.The opening ceremony itself should begin with a formal welcome address delivered by the school principal or the head of the English department. This address should highlight the importance of the English language in the modern world, the school's commitment to providing a high-quality education, and the objectives of the new English course. The speaker should also introduce the course instructor(s) and provide a brief overview of their qualifications and teaching experience.Following the welcome address, the course instructor(s) should take the stage to present the curriculum and outline the goals and expectations of the English course. This presentation should cover the specific topics and skills that will be covered, the teaching methodologies to be employed, and the assessment and evaluation procedures. The instructor(s) should also address any questions or concerns raised by the students and their parents or guardians.To further engage the audience, the ceremony can include a short cultural performance or demonstration related to the English language or the cultures of English-speaking countries. This could involve a student-led drama or poetry recitation, a musical performance, or a display of traditional costumes or artifacts. Such cultural elements not only enhance the celebratory atmosphere but also showcase the diverse and enriching aspects of the English language and its associated cultures.Another important component of the opening ceremony is the distribution of course materials and resources. The school administration should provide each student with a comprehensive course package, including textbooks, workbooks, and any other necessary learning materials. This distribution process should be organized and efficient to ensure that all students receive their materials in a timely manner.To conclude the ceremony, the school principal or a designated representative should deliver a closing address. This address should reiterate the importance of the English course, express the school's high expectations for the students' success, and encourage the participants to actively engage in the learning process. The address should also thank the attendees for their presence and express the school's commitment to supporting the students throughout the course.Finally, the ceremony should end with a reception or refreshments, providing an opportunity for the students, parents, and instructors to mingle, network, and build connections that will contribute to the overall success of the English course.The well-planned and executed procedure for the opening ceremony of a middle school English course sets the stage for a productive and engaging learning experience. By carefully considering the various elements, such as venue selection, participant registration, speaker presentations, cultural performances, and resource distribution, the school can create a memorable and impactful event that inspires and motivates the students to excel in their English language studies.。
初中英语作文举办阅读活动导图
初中英语作文举办阅读活动导图Organizing a Reading Activity for Middle School English ClassesReading is a fundamental skill that not only enhances language proficiency but also expands one's knowledge and imagination. In the context of middle school English education, incorporating engaging reading activities can significantly contribute to students' overall language development and foster a love for literature. This essay will outline a comprehensive plan for organizing a reading activity that can be implemented in middle school English classes.Objectives and RationaleThe primary objective of this reading activity is to encourage middle school students to develop a deeper appreciation for reading and to improve their English language skills, particularly in the areas of comprehension, vocabulary, and critical thinking. By exposing students to a diverse range of literary works, the activity aims to broaden their cultural awareness and expose them to different perspectives.Furthermore, the activity will provide students with opportunities to practice their communication skills through group discussions and presentations. This will not only enhance their language abilities but also foster essential 21st-century skills such as collaboration, critical thinking, and public speaking.Activity Structure and TimelineThe reading activity will be structured as a three-week event, with each week focusing on a specific aspect of the reading process.Week 1: Book Selection and IntroductionDuring the first week, students will be given the opportunity to explore a variety of books and genres, ranging from classic literature to contemporary young adult fiction. This will be facilitated through a book fair or a library visit, where students can browse and select books that pique their interest.After the book selection process, students will be divided into small groups based on their chosen books. Each group will be tasked with creating a brief presentation that introduces their selected book to the class. This presentation should include a summary of the plot, a description of the main characters, and a discussion of the book's themes and significance.Week 2: In-Depth Reading and AnalysisIn the second week, students will delve deeper into their chosen books, engaging in close reading and analysis. They will be encouraged to take notes, identify key literary devices, and explore the underlying messages and themes within the text.To foster collaborative learning, students will be assigned group tasks, such as creating character profiles, developing plot summaries, or analyzing the author's writing style. These activities will not only deepen their understanding of the books but also promote teamwork and critical thinking skills.Additionally, the teacher will facilitate whole-class discussions, allowing students to share their insights and perspectives on the books they are reading. This will create a dynamic learning environment and encourage students to engage with their peers' ideas.Week 3: Culminating Presentations and ReflectionsThe final week of the reading activity will be dedicated to student presentations and reflections. Each group will be given the opportunity to present their in-depth analysis of their chosen bookto the class. These presentations should include a summary of the key plot points, an exploration of the characters and their development, and a discussion of the book's themes and significance.After the presentations, students will be asked to write a personal reflection on their reading experience. This reflection should address their initial impressions of the book, the challenges they faced during the reading process, and the insights they gained from the activity. Students will also be encouraged to share their overall thoughts on the value of reading and how the activity has impacted their language learning and personal growth.To conclude the activity, the teacher will facilitate a class discussion, allowing students to share their reflections and provide feedback on the overall organization and effectiveness of the reading event.Resources and LogisticsTo ensure the success of the reading activity, the following resources and logistical considerations will be addressed:1. Book Selection: The school library or local bookstores will be consulted to curate a diverse selection of books that cater to the interests and reading levels of middle school students.2. Classroom Setup: The classroom will be arranged to accommodate small group discussions and presentations, with ample space for students to move around and collaborate.3. Technology Integration: Digital resources, such as presentationsoftware, online discussion forums, and multimedia tools, will be integrated to enhance the learning experience and facilitate the sharing of ideas.4. Teacher Guidance: The teacher will provide ongoing support and guidance throughout the activity, offering feedback, answering questions, and facilitating discussions to ensure that students remain engaged and on track.5. Assessment and Evaluation: The teacher will develop a comprehensive assessment plan that includes both formative and summative evaluations, such as group presentations, individual reflections, and participation in discussions.ConclusionOrganizing a reading activity for middle school English classes can be a transformative experience for students. By exposing them to a diverse range of literary works, fostering collaborative learning, and encouraging critical thinking, this activity can significantly contribute to the development of students' language skills, cultural awareness, and overall academic growth. Through the implementation of this well-structured plan, middle school English teachers can create a dynamic and engaging learning environment that inspires a lifelong love for reading and literature.。
2019陕西中考英语(外研)课件第3部分 题型1 第2节
中考真题·讲练
2019中考·预测
第三部分 重难题型攻关
中考新突破 ·英语(陕西) WY
11
段意概括: 第三段: __讲__述__故__事__的__ _发__生_经__过__。___安__德__鲁__的__爸__ _爸__通_过__买__鱼___的__事__情__教__育__ _安__德_鲁__要__诚___实__,__后__来__安__ _德__鲁_成__为__了___一__位__成__功__的__ _商__人_。___
中考新突破 ·英语(陕西) WY
中考真题·讲练
2019中考·预测
第三部分 重难题型攻关
1.A.better C.worse 2.A.teacher C.nurse 3.A.that C.which 4.A.and C.so 5.A.swimming C.playing
B.stronger D.thinner B.waiter D.doctor B.what D.where B.but D.or B.running D.eating
C.节省;存
D.提高
9.A.和;并且 B.但是
C.所以
D.否则
10.A.邮递员 B.商人
C.渔夫
D.运动员
中考真题·讲练
2019中考·预测
第三部分 重难题型攻关
17
答题第四步:复读全文,检查答案。 所有的空格都填完之后,最好能把文章从头到尾带着所填的答案重新读一遍, 检查所填答案是否符合语篇逻辑,是否前后对应。 【正确答案】 1~5 ___B_A__D_B__C__ 6~10 ___C_A_C__D_B___ 答题第五步: 核对答案, 反思错题。
中考真题·讲练
2019中考·预测
第三部分 重难题型攻关
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The first part of professional disciplines (a total of 80 points)A, multiple choice questions. (5 points)1, about the basic characteristics of Chinese course, Chinese course standard (experiment draft) is ()A, instrumental and humanism BC, the unity of instrumental and humanism D, instrumental, thoughtful, and unity of humanity2, new standard basic strokes of the first period of Chinese characters and the aim of commonly used Chinese character component radical is ()A, B, basic to understand C, D, do not ask3, new standard article 7 in the section of the reading goals and objectives: learning skimming, know the main ideas of the text, which period is proposed? (a)A andB in the first period, in the second period, the third paragraph D,C in the fourth period4, the reading teaching process is ().A, the process of dialogue between students and the textB, the process of dialogue between students and teachersC, the process of dialogue between students, teachers and textD, students, teachers, textbook editors, the process of dialogue between the text5, exercise students' oral communication ability, students should be encouraged to ().A, in the various branches teaching activities and daily lifeB, in oral communication classC, in family lifeD, in communication and social peopleSecond, true or false. (5 points)1, cultural relics, customs, important events both at home and abroad, and the student's family life, as well as daily life topic can become Chinese course resource. (a)Discontinuity 2, the so-called "text", is relative to the sentences and paragraphs of "continuity" text reading materials, using statistical charts, pictures and other forms. (a)3, read and write the same, 1 -- 2 grade to write. (a)4, the new curriculum standard request second and third period of every school year to arrange in-class assignments about 14 times. (a)5, comprehensive learning should emphasize independently, cultivate students' ability of planning, organization, coordination and implementation. (a)Three, sorting items. (10)Especially don't neglect old man () every small request.() life.() with such a pity, so I often remind myself, be kind to each and every one around you.() may be his leave this world for a last warm.() that may be the last message in his life.(), especially into the twilight of life is as thin as a cicada, let a person cannot predict.Fourth, the attachment. (10)The dai jade for bulliesXue fan devil incarnateThe treasure jade two woodWinter jasmine tigressSearch disease beauty The most is a year spring benefits qing qing LiuSe new guestWeiCheng toward the light rain Yi dust off - YanLiu of the emperorDon't have quiet sorrow dark hate living shallow grass can't water chestnutSpend for charming eyes this silent wins audioPlum yellow apricot fat MaiHua white cauliflower dilute Fifth, to take the braille phonetic notation. (6)Weeding suddenly cause trouble () () ()Hot frustration () () ()Six, copy writing sentences. (4)1. Did not experience the stormy night, it will experience the beautiful and lovely! & nbsp; &nb sp; & nbsp; 2. A friend is? Friend is a guitar in the happy days, fully play the pleasure of life for you;What is a friend? .Seven, reading analysis. (20 points)Chrysanthemum in the wind and rainThe afternoon a grey day, no wind. Low clouds, and seems it's going to rain. Like a person want to sneeze, but again dozen don't come out, don't have to feel ill. Mr Dole are sad, because he is the most annoying on a business trip in this weather. Because of the living, he want to change to Houston. Driving time and two hours, he literally walking on the square, so as to pass the time. "Ah, Mrs. Sound attracted his attention. Followed the sound, he saw ahead of a ragged little boy out of the little black hand like talons, followed a dame. The woman holding a pure color, shiny little dog rushed ahead, afraid of small black stained her clothes."Pity me, I didn't eat for three days. Give a dollar." Considering to throw off the little beggar, the woman turned around, in anger: "roll! Little kid can do business!" Little beggar stand, a full face of disappointment. Is a lack of a line is not a world. Mr Dole wanted to. I hear there is a special begging, and even making a fortune. There are also some adults specially ordering a bunch of children begging, make use of people's sympathy. Maybe these adults stood near, perhaps these people is the parents of the children. If the child finish quota, back will get punished. Anyway, the child also blame poor. This age should have to go to school, learning in the classroom, but... The parents of the children is too cruel, no matter how to should send him to school, become a useful person to society in the future. Mr Dole is thought, the little beggar came to him, my little black hand: "Sir, pity me, I didn't eat for three days. Give a dollar." No matter the beggar was forced by life, or cheat, Mr Dole heart burst of sad, he pulled out a dollar coin, into his hands. "Thank you, wish you good luck!" Little boy became a blond hair plate, body only teeth and eye iswhite, estimates that he forgot to take a shower of the time. Singing in the tree cicadas in the noisy, the air was hot and stuffy, like a huge steamer. Mr Dole premature don't want to go to the waiting room, wandered into a flower shop. He has bought a gift for a friend here several times. Flower girl recognized him, busy to say hello. "What are you going to watch? Miss well trained, polite and measured, she does not speak what to buy, so as not to impose. At this time, from the outside and walk into a man, Mr Dole caught a glimpse of the man is just little beggars. Little beggar is very seriously studied one by one the flowers in the counter. "What are you going to watch? Because she never think it will buy small beggar."A bunch of marigold." Little beggars actually spoke. "What should we gave people?" "No, you can write to my dearest people, here in saying 'I wish mom happy birthday!""There are twenty dollars." Miss writing, while said. Little beggar going from rags pocket and pulled out a handful of COINS, every coin have shiny, there may be Mr Dole to him just now. He counted out $20, then reverently took the flowers here are the CARDS, turned to leave. The little boy also have interest, this is Mr Dole didn't expect. The train finally pulled out of the platform, Mr Dole looked out the window, it's raining outside, no pedestrians on the road, only all kinds of vehicles. Suddenly, he found the little boy in the wind and rain, see his flowers in hand, step by step, slowly forward, he forgot all the outside, more show thin thin body. Dole to see him in front of is a cemetery, he bloom in the hands of wind and rain.The train hit tracks faster and faster, Mr Dole's chest felt intense shock again and again. His eyes blurred.1. Please summarize the main content of the article in simple language. (5 points) 2. The author arranged the little beggar to dog the plot of a woman for money have what effect?(4) 3. Why did the author problem with "chrysanthemum in wind and rain"? Combined with the full text, talk about your understanding. (5 points) 4. Read the full text, use simple language Mr Dole for small beggar emotional attitude change. (6) Disdain - - - Eight, composition. (20 points)Topic: my view of readingRequirement: please read or in combination with your teaching experience, talk about modern elementary school students how to read. About 300 words. 300 The second part of the teaching design (a total of 20 points)Nine, according to a specified materials to complete the relevant design. (20 points)"The yueyang tower" on the envelopeThe liberation, he is short of yueyang tower in hunan warlords. Yueyang city government thought liberation, monuments are the inscription on the warlord problem, it is not appropriate, hope of chairman MAO to yueyang tower inscribed a plaque. Chairman MAO's thought, yueyang tower is the cultural relics, his identity is not very appropriate, then let guo moruo wrote. That s, chairman MAO points will, guo moruo will have much pressure, I reckon he at home to practice every day. He wrote a lot of pieces, selected three satisfactory, into the envelope, the envelope with "sent to yueyang administration", chairman MAO, please choose one. Chairman MAO saw, say is bad, then saw the envelope "sent to yueyang administration", he once the three "yueyang tower", on the horizontal board of yueyang tower now so huge that three characters, is the three words on the envelope.Why these three can write good? Write the three words when he was completely relaxed. In front of that a few, each write very carefully, with a lot of pressure, the more want to write to write more instead.(adapted from mo yan what won the Nobel Prize to write)1. We put this article in fifth grade, please give a design of this lesson 3 d object. (5 points) 2. If you want to teach down in a class, please write down the teaching process. (15 points) The third part of the teaching evaluation (a total of 20 points)Ten, the new standard in the first period requirements, students can learn to "use sequence indexing system for Chinese characters dictionary". To detect whether the students to master the skills, the practice of design for about 5 minutes, please. (10) Eleven, Mid-Autumn festival arrived, 6 (3) the king of the class teacher assigned the following Chinese homework:1. Recite a few poems about the moon.2. Collect some legends about the moon.3. By the method of interviewing parents know your home is how to enjoy the moon.4. In 40 minutes to write a composition about the Mid-Autumn festival, no less than 500 words. Please use related concept of new make a comment on this assignment. (10)。