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仁爱版英语九年级上册导学案九年级Unit3 Topic3 导学案

九年级Unit3 Topic3 Section A导学案主备教师：审核人：授课教师_____________备课时间：20XX年11月9日拟使用时间：第14周教师寄语：Believing in yourself is the first step on the road to success 自信是通往成功的第一步一、学习目标：1 学习“特殊疑问词+to do”的用法2. 谈论英语学习中的困难与解决办法二、学习重难点。

学习wh-+to do作宾语的用法三、自主探究：读1a，回答下列问题。

1. What difficulties did Wang Junfeng meet in the U.S.A?2. what troubles Li Ming and Li Xiang have.听录音，学习1a，并在文中找到应掌握的知识点1.have a good time = enjoy oneself 玩得开心eg.我们昨晚玩得开心We_____________________last night.2. make yourself understood 把自己的意思说清楚3.dare 表示“敢于”，与need 一样，即可用作情态动词，亦可用作实义动词。

（1）用作情态动词时，它只有一种形式，后跟动词原形，主要用于否定句(dare not do)和疑问句。

eg.我不敢在公共场合说英语I______________English in public.(2) 用作实义动词时，它有动词的全部形式。

4.feel like doing sth. 想要5.语法精讲wh-+to do(wh-是指when,where,what,which,who,whom及how等连用词)，这种结构在句中的功能相当于wh-引导的从句。

eg .Lin Tao asked Jim where to go.= Lin Tao asked Jim where he would go.Eg.我不知道该怎么办？I don’t know ____________.四、归纳总结“特殊疑问词+to do”的用法五、达标测评：（一）选择题( )1. ---Could you please tell me_____the Christmas? ---Sure.A.how to decorateB. how decorateC.how to celebrateD. how celebrate( )2. No one can tell me________next.A.what to do itB.how to doC. how to doD. what to do( )3. He has a lot of work to do. He is wondering________ the party.A.whether to go toB. what to go toC.how to go toD.where to go to( )4. The little girl________ go out by herself at night.A. dare notB. dare not toC.doesn’t dareD. don’t dare to（二）完成句子1.Sometimes______________(英语口语) is more useful than____________(书面英语)2.Can you_________________(表达你自己的意思) at the English corner?3.You had better_________________(放弃吸烟)4.I _____________________(想去散步) in the open air.5.Do you know _______________(怎样回答) this question.六、作业。

高中英语学术论文研究方法练习题40题

高中英语学术论文研究方法练习题40题1.Which of the following topics is most suitable for a high school English academic paper?A.The history of video games.B.The influence of social media on teenagers' language learning.C.The development of artificial intelligence in the medical field.D.The architecture of ancient Rome.答案：B。

解析：选项 A 视频游戏历史与高中英语学术论文关联不大。

选项C 人工智能在医疗领域的发展与英语学科不相关。

选项D 古罗马建筑也与英语学科没有直接关系。

而选项B 社交媒体对青少年语言学习的影响既与英语语言相关，也适合高中学生进行研究。

2.In choosing a topic for an English academic paper, what should be considered first?A.Personal interest.B.Availability of resources.C.Relevance to the curriculum.D.Popularity of the topic.答案：C。

解析：选项 A 个人兴趣虽然重要，但不是首先要考虑的。

选项 B 资源的可获得性在确定选题后再考虑。

选项 D 话题的流行度不是关键因素。

首先应考虑与课程的相关性，这样才能确保论文在学科范围内有意义。

3.Which of the following is NOT a good criterion for choosing anacademic paper topic?A.Being too broad.B.Having enough research materials available.C.Being relevant to current events.D.Being easy to research.答案：A。

英语学习的三大方法及建议大分享

英语学习的三大方法及建议大分享今天小编为大家整理的是关于英语学习的三大方法及建议，这对大家的英语学习会很有帮助哦，希望大家可以好好利用起来，下面就让我们一起来学习一下吧。

第1部分整体建议1。

We'd better develop our interest in English at the beginning of our study。

To develop interest in English study is not very hard。

We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English, talk with others or foreigners in English and act as others' interpreters。

在英语学习之初,我们应该注重培养对英语学习的兴趣。

培养对英语的兴趣并不难。

当我们可以说点儿简单的英语,用英语与别人或与老外交谈,或作别人的翻译时,我们就可以从英语学习中得到满足感和成就感,这样,兴趣就培养起来了。

请注意,这种满足感和成就感很重要!2。

Plans are always very essential, so we must make some elaborate and workable plans before study。

And we should certainly carry out these plans to the letter。

制定英语学习计划太重要了,所以我们必须在学习前制定精细的和可操作的计划。

并且我们一定要严格执行这些计划。

请注意:千万不要干没有计划的傻事,那等于在浪费生命。

3。

Notes should be made whenever we study any book。

Unit2 Topic3 SectionB 教案仁爱版九年级英语上册

Unit2 Saving the EarthTopic3 What can we do at home to protect the environment?Section B 教学设计ⅠTeaching Objectives1. Knowledge objectives:By the end of this class, students will be able to(1)learn some new words and phrases: cloth, electricity, distance, action, shutoff, ought to…(2)talk about how to be a greener person.(3)learn how to give suggestions.2. Ability objectives:By the end of this class, students will be able to(1) improve students’ ability of listening and speaking(2) improve students’ ability of communication3. Emotion objectives:By the end of this class,(1) improve students’ awareness of environmental protection and encourage students do some small things to protect the environment.(2) make the students realize that we have only one earth, we ought to love it and try to be a greener person.ⅡKey PointsUse the modal verbs to give suggestions.ⅢDifficult PointsThe usages of modal verbs..ⅣTeaching MethodsPWP teaching methodⅤTeaching AidsPPT, a textbookⅥTeaching ProceduresStep1 Lead-inWatch a short videoThe purpose is to lead to the topic. According to the video, students will be able to get some information about the environmental pollution in our life.Step2 Pre-listening1. Discuss some pictures about how to protect the environment… (The purpose is to make the students know some background information about the listening material.)2. New words learning.（cloth, electricity, shut off, ought to…）The teacher presents the new words by using the pictures and creating relative satiations. (The new vocabulary input will make it easier for student when they listen to the conversation.)Step3 While-listening1. Listen to the conversation and try to answer one question. (What are they talking about?) The purpose is to grasp the main idea of the conversation.2. Listen to the conversation and complete the table. (This step aims at making the students know some details about the conversation.)3. Watch a video, try to imitate the pronunciation and intonation.Step4 Post-listening1. Practice the conversation in pairs and then act it out. The purpose is to consolidate the conversation.2. Discuss the idioms in the conversation and show more idioms to students to encourage them to use the idioms often.3. Retell the conversation according to the mind map. By changing the conversation into a short passage, the purpose is to improve students’ writing ability.4. Talk about how to protect the environment in our school. The group which gives the most and best suggestions will be the winner and they will be honored as “The Best Greener Person”Step6 SummaryNew words and phrases:cloth, electricity, distance, action, shut off, ought to…Useful expressions:1. Easier said than done.2.Actions speak louder than words.Step7 Blackboard designUnit2 Saving the EarthTopic3 What can we do at home to protect the environment?Section BNew words and phrases:cloth, electricity, distance, action, shut off,ought to Useful expressions:1. Easier said than done.2.Actions speak louder than words.。

科普版九年级英语上册《Topic 3 The world has changed for the better. Section C》优质课教案_6

Section C本课是Unit3 Topic1的第三课时，引导学生通过阅读短文了解英语的发展历程、普及状况及重要地位，并通过多种形式的阅读活动训练常用的阅读技能。

一、Teaching Aims:1.to learn some new words &phrases:root; trader; native language; speaker; foreign language; mother tongue; base; European; kingdom; tourism; tourist;2.to be able to guess the meanings of certain words and grasp thegeneral idea through the context二、to understand the key sentences:There are more than 3000 languages spoken in the world.Of all these languages, English is the most widely used.It is clear that the English language is becoming more important. 三、Key Point& Difficult Point:to be able to use Passive V oice in our daily lifeTeaching Strategies:通过归纳总结的方法，找出文章主题和段落大意。

通过语言环境，掌握通过猜测词义和扫清阅读障碍的学习策略。

引导学生就世界各国的语言进行讨论、交流观点.四、Learning Methods: Self-learning&Group-discussion五、Step 1 交流预习Introduction: Review what they learnt last class. Let the boys make a sentence by using the Active V oice and ask the girls to change the sentence into the Passive V oice. Then they do it in reverse.Step 2互助提高1.Present the new words according to the introduction about Englisharound the world and guide the Ss to guess their meanings.2. Get the Ss to read the passage quickly and finish 1b&1c. Check the answer in class and give necessary explanations.Step 3 分层提高1.Let the Ss scan the blanks in 2 quickly, then read 1a again and try toguess their meanings to finish 2.2.Discuss the main languages around the world.3.Lead the Ss to discuss the questions in Exercise 3a. then let them findthe answers to the questions on the Internet.Step 4 归纳总结Which group is the best?Summarize what you have learnt in this class.六、Homework:Write a passage based on the study in 3a.板书English is widely spoken throughout the world.Section CWords& Phrases:root; trader; native language; speaker; foreign language; mother tongue; base; European; kingdom; tourism; tourist; Reading:There are more than 3000 languages spoken in the world.Of all these languages, English is the most widely used.It is clear that the English language is becoming more important.Summary:七、课后反思Section D本课是Unit3 Topic1的第四课时，是本话题的复习课。

九年级上册英语-第三单元Topic3课件仁爱版

2.Read a passage. Then try to retell it yourself.
3.We shouldn’t translate every word when we are reading.
4. I’m sure that you will make great progress as long as
(Helen is _s_h_a_r_in__g_ her study experience _w__it_h__ Li Hong.) Helen: I think _p_r_e_v_ie_w_i_n_g_ can help us better understand a new lesson. Li Hong: I _a_g__re_e__w_i_th___ you. I also take a lot of notes in class. Helen: We need to _r_e_v_i_ew___ what we have learned _a_s__ often _a_s__
speak English with others
keep a diary, the chants, songs and riddles in our textbooks are useful
Your Opinion
Underline the phrases or sentences related to the following words in the passage. Then guess the meanings of these words.
程乐建议我们阅读一份好的英语报纸。
advise sb. to do sth. “建议某人做某事” 王老师建议我们每天用英语写日记。 e.g. Miss Wang _a_d_v_is_e_s__ us _t_o_k_e_e_p__a_d__ia_r_y___ in English

topic3

Presenting the results and making recommendations
3.2 Defining a market research problem
Research problem (p73) : The question that the market research project is intended to answer. Market research brief (p74) : A set of instructions and requirements that generally states the research problem and the information required, and specifies the timeframe, budget and other conditions of the project.
Marketing information system
Developing information Marketing managers Marketing managers
Assessing information needs Internal records Marketing intelligence
Quantitative research (p80): Research that collects information that can be represented numerically. Qualitative research (p82): Research intended to obtain rich, deep and detailed information about the attitudes and emotions that underlie the behaviours that quantitative research identifies.

英语师范生实践教学记录(3篇)

第1篇Date: October 15, 2023Location: XYZ High School, Classroom 3Subject: EnglishGrade Level: Grade 10Duration: 2 hoursTeacher: [Your Name]Students: 30 studentsObjective:- To enhance students' speaking skills through a group discussion on a current event.- To introduce and practice new vocabulary related to the topic.- To improve students' listening skills through a listening comprehension activity.Materials Used:- Projector and screen for displaying slides and videos.- Handouts with vocabulary words and phrases.- Listening exercise worksheet.- Whiteboard and markers.Preparation:- Selected a relevant current event for the group discussion.- Prepared a set of slides with key information about the event.- Created a listening exercise based on the event.- Prepared vocabulary lists and exercises for the new vocabulary.- Distributed handouts to students.Teaching Procedure:1. Introduction (10 minutes)- Greeted the students and introduced the topic of the day: the impact of climate change on global food security.- Displayed the first slide with a brief overview of the event,including some key facts and figures.- Engaged the students in a brief discussion about their prior knowledge of the topic.2. Vocabulary Introduction (15 minutes)- Introduced new vocabulary words related to the topic, such as "deforestation," "famine," and "sustainable agriculture."- Used visuals and real-life examples to help students understand the meanings of the new words.- Had students practice using the new vocabulary in sentences.3. Group Discussion (30 minutes)- Divided the class into groups of three or four students.- Provided each group with a set of prompts to guide their discussion, such as:- What are the main causes of climate change affecting food security?- How can individuals and communities contribute to sustainable food production?- What are the potential solutions to mitigate the impact of climate change on food security?- Circulated among the groups to provide assistance and to encourage active participation.4. Listening Comprehension Activity (20 minutes)- Played a short video clip related to the topic, pausing at key points to ask comprehension questions.- Distributed a worksheet with listening exercises to reinforce the content of the video.- Had students work individually to complete the worksheet and then share their answers with the group.5. Class Review and Feedback (15 minutes)- Convened the class to discuss the main points of the lesson.- Allowed students to ask questions and clarify any misunderstandings.- Provided individual feedback on the group discussions and listening exercises.Reflections:Strengths:- The group discussion was engaging and students were able to express their opinions and ideas freely.- The listening exercise was well-received, and students were able to follow the video and answer the comprehension questions correctly.- The vocabulary introduction was effective, as students were able to use the new words in context.Areas for Improvement:- Some students were hesitant to speak up during the group discussion, indicating a need for more confidence-building activities.- The listening exercise could have been more challenging by including more complex language and content.- The vocabulary exercises were quite basic; incorporating more advanced vocabulary and exercises would be beneficial for higher-level students.Conclusion:Today's practical teaching experience was successful in achieving the learning objectives. The students were able to practice their speaking and listening skills while learning about an important global issue. As an English education major, I gained valuable experience in planning and executing a lesson, which will undoubtedly enhance my future teaching abilities. I look forward to applying the feedback received to improve my teaching methods and to continue fostering a positive and engaging learning environment for my students.第2篇Date: October 15, 2023Location: Middle School No. 5, Jinan City, ChinaSubject: EnglishGrade Level: Grade 8Class Duration: 40 minutesClassroom Setup:- Physical Education classroom with desks arranged in rows- Whiteboard and blackboard- Projector and computer for multimedia presentations- English dictionaries and textbooksObjective:To enhance students' speaking and listening skills through a group discussion activity on a topic of their interest.Materials Used:- Handouts with pictures related to the topic- Markers and paper for group work- Student evaluation sheetsTeaching Methodology:The lesson incorporated a variety of teaching methods, including:1. Direct Instruction: Introducing the topic and providing key vocabulary.2. Group Work: Encouraging students to collaborate and express their ideas.3. Oral Practice: Providing opportunities for students to speak in English.4. Feedback: Offering constructive criticism and positive reinforcement.Preparation:- Selected a relevant and engaging topic for the discussion: "My Favorite Travel Destination."- Prepared handouts with pictures of popular travel destinations.- Designed a group work activity to facilitate student interaction.- Created a student evaluation sheet to assess speaking and listening skills.Lesson Procedure:1. Introduction (5 minutes)- Greeted the class and introduced the topic: "Today, we are going to talk about our favorite travel destinations."- Explained the importance of speaking and listening skills in English communication.- Wrote key vocabulary on the board: "destination," "attraction," "culture," "adventure."2. Group Work (20 minutes)- Divided the class into small groups of four students.- Distributed handouts with pictures of various travel destinations.- Instructed each group to select a destination and discuss why it is their favorite.- Encouraged students to use the key vocabulary and their own ideas to express their opinions.3. Oral Practice (10 minutes)- Allowed each group to present their chosen destination to the class.- Encouraged active listening and asked the class to ask questions or provide feedback.- Monitored the discussions to ensure that all students were participating and speaking in English.4. Evaluation and Feedback (5 minutes)- Handed out student evaluation sheets to each student.- Guided them through the evaluation process, asking them to rate their peers' speaking and listening skills.- Provided immediate feedback on the presentations, emphasizing areas of strength and areas for improvement.Reflections:Positive Aspects:- The students were highly engaged and showed enthusiasm throughout the lesson.- The group work activity effectively encouraged collaboration and speaking practice.- The use of pictures helped to make the lesson more interactive and visually appealing.Areas for Improvement:- Some students were hesitant to speak up in the group discussions, which may indicate a need for more individualized attention.- The timing of the lesson could be adjusted to ensure that all groups had sufficient time to prepare their presentations.- Consider incorporating more varied activities, such as role-playing or debates, to further enhance speaking and listening skills.Conclusion:The teaching practice session was a success in terms of achieving the objective of improving students' speaking and listening skills. The students were able to express their opinions and ask questions in English, and the group work activity fostered a collaborative learning environment. As an English education student, I learned the importance of creating an inclusive and supportive classroom where all studentsfeel comfortable participating. I will continue to refine my teaching techniques and seek feedback to become a more effective educator.Signature:[Your Name][Your Student ID Number][Your University]第3篇I. IntroductionAs an English education major, the practical teaching experience is an essential part of my education. In order to enhance my teaching skills and better understand the teaching profession, I participated in a two-week teaching practice at a primary school in our city. This articlewill record my experiences and reflections during the teaching practice.II. Teaching Objectives1. To familiarize myself with the primary school teaching environment and the characteristics of primary school students.2. To apply the knowledge and skills I have learned in school to practical teaching.3. To improve my classroom management and communication skills.4. To reflect on my teaching practice and identify areas for improvement.III. Teaching ContentDuring the two-week teaching practice, I was responsible for teaching an English class for students in Grade 3. The teaching content mainly included the following aspects:1. Basic vocabulary: Numbers, colors, family members, and daily objects.2. Simple sentences: Present simple tense, past simple tense, and future simple tense.3. Reading and writing: Reading short stories and writing simple sentences.4. Listening and speaking: Listening to English songs and performing simple dialogues.IV. Teaching Methods1. Games: To make the classroom atmosphere lively and interesting, I used various games to help students learn vocabulary and sentences. For example, "Simon says," "Hot potato," and "Find the missing letter."2. Role-playing: To enhance students' speaking skills, I organized role-playing activities based on the teaching content.3. Group work: To foster students' teamwork spirit, I divided the class into small groups and assigned different tasks to each group.4. Multimedia teaching: To make the teaching content more vivid and engaging, I used multimedia tools such as pictures, videos, and audio to assist in teaching.V. Teaching Practice Reflection1. Classroom Management: In the initial stage of teaching practice, I found it challenging to manage the classroom. However, with the help of my mentor teacher and through continuous practice, I gradually improved my classroom management skills. I learned to establish rules and regulations, maintain discipline, and encourage students to participate actively in class.2. Communication Skills: During the teaching practice, I realized the importance of communication skills in teaching. By listening tostudents' needs and concerns, I could better adjust my teaching methods and make the class more effective.3. Teaching Content: In the process of teaching, I encountereddifficulties in explaining certain grammatical points. To overcome this, I sought guidance from my mentor teacher and colleagues, which helped me improve my teaching quality.4. Student Engagement: I found that students were more engaged in the class when the teaching methods were varied and interactive. By incorporating games, role-playing, and group work, I was able to keep the students interested and motivated to learn.VI. ConclusionThe teaching practice experience was a valuable opportunity for me to apply my knowledge and skills in a real-life teaching environment. Through this experience, I have gained a deeper understanding of the teaching profession and have identified areas for improvement. I believe that the knowledge and skills I have acquired during this practice will benefit me in my future teaching career. In the future, I will continue to work on my teaching skills and strive to be an excellent English teacher.。

英语教研员教学活动方案(3篇)

第1篇I. IntroductionAs an English teaching and research department, our primary goal is to enhance the quality of English education in our school by organizing and implementing various teaching and research activities. This activity plan aims to outline the details of an upcoming event that will benefit both teachers and students, fostering a collaborative and innovative learning environment.II. Activity Objectives1. To provide a platform for teachers to share their teaching experiences and best practices.2. To promote the integration of modern teaching methods and technologies into English classroom teaching.3. To encourage teachers to engage in research activities to improve their teaching effectiveness.4. To enhance the English proficiency of students through diverse learning activities.5. To strengthen the bond between teachers and students, creating a more supportive learning community.III. Activity Theme"Exploring Innovative Teaching Methods and Enhancing English Proficiency"IV. Activity DurationOne-day workshop, scheduled on Saturday, March 5th, 2023, from 9:00 AM to 5:00 PM.V. Activity VenueSchool auditorium, equipped with multimedia facilities.VI. Activity Participants1. English teachers from different grades and departments.2. School administrators and supervisors.3. Students from grades 6 to 12.VII. Activity Schedule1. 9:00 AM - 9:30 AM: Welcome and Opening Remarks- Introduction of the activity objectives and schedule- Briefing on the importance of innovation in English education2. 9:30 AM - 11:00 AM: Keynote Speech- "Innovative Teaching Methods in English Language Learning"- Speaker: Dr. John Smith, renowned English education expert3. 11:00 AM - 11:15 AM: Break4. 11:15 AM - 1:00 PM: Panel Discussion- "Integrating Technology into English Classroom Teaching"- Panelists: English teachers, education technology experts, and school administrators5. 1:00 PM - 2:00 PM: Lunch Break6. 2:00 PM - 3:30 PM: Workshops- Workshop 1: "Flipped Classroom Model in English Language Teaching"- Workshop 2: "Using English Language Games to Enhance Student Engagement"- Workshop 3: "Effective Assessment Strategies for English Language Learners"7. 3:30 PM - 3:45 PM: Break8. 3:45 PM - 5:00 PM: Research Presentation and Sharing- Teachers presenting their research findings on innovative teaching methods and English proficiency enhancement- Group discussions and feedback on the presented researchVIII. Activity Resources1. Multimedia equipment (projectors, screens, computers)2. Handouts and materials for workshops3. Refreshments and lunch for participantsIX. Evaluation and Feedback1. Post-activity survey to collect participants' feedback on the workshop's content, delivery, and impact on their teaching practices.2. Evaluation of the workshops by participants based on their engagement and learning outcomes.3. Follow-up meetings with teachers to discuss the implementation of innovative teaching methods in their classrooms.X. Expected Outcomes1. Teachers will be equipped with new teaching strategies and tools to enhance their English language teaching.2. Students will experience a more engaging and effective English learning environment.3. The school will witness an improvement in the overall English proficiency of its students.4. The English teaching and research department will gain valuable insights from the workshop and research presentations, which can be used to improve future activities and initiatives.By organizing this event, the English teaching and research department aims to foster a culture of innovation and continuous improvement inEnglish education within our school. This activity plan will serve as a foundation for future collaborations and initiatives, ultimately benefiting both teachers and students.第2篇Objective:The primary objective of this teaching activity is to enhance the English language proficiency of students through the integration of various teaching strategies that cater to different learning styles and objectives. The activity aims to foster a dynamic and engaging learning environment that promotes critical thinking, communication skills, and cultural awareness.Duration:One week (5 days)Target Group:Students in grades 8-10Materials Required:- Projector and screen- Whiteboard and markers- Handouts and worksheets- Digital resources (videos, articles, podcasts)- Language dictionaries- English novels and short stories- Interactive whiteboard and computer for online activities- Flipcharts and markers for group workDay 1: Introduction to Integrated Teaching StrategiesMorning Session:- Warm-up Activity: Start with a fun icebreaker activity, such as a "Two Truths and a Lie" game in English to get students speaking and thinking in the target language.- Introduction to Integrated Teaching Strategies: Explain the concept of integrated teaching strategies, emphasizing the importance of combining different methods to cater to diverse learning styles.- Activity: Divide the class into small groups and ask each group to brainstorm different teaching strategies they are familiar with (e.g., project-based learning, flipped classroom, cooperative learning, etc.).Afternoon Session:- Demonstration of a Case Study: Present a case study of a successful integrated teaching strategy implementation in an English class.- Group Discussion: Facilitate a group discussion on the effectiveness of the strategies used in the case study and how they could be adapted to the current class.Day 2: Communicative Language Teaching (CLT) TechniquesMorning Session:- Warm-up Activity: Use a role-play activity to practice greetings and introductions in English.- Introduction to CLT: Explain the principles of Communicative Language Teaching and its focus on communication rather than just language structure.- Activity: Conduct a role-play activity where students practice asking for and giving directions in an English-speaking environment.Afternoon Session:- Group Work: Divide students into pairs or small groups and assign them a scenario that requires them to communicate effectively in English (e.g., a restaurant booking, a lost traveler seeking directions).- Reflection: After the activity, ask students to reflect on their experiences and discuss what they found challenging and how they overcame those challenges.Day 3: Technology-Enhanced LearningMorning Session:- Warm-up Activity: Use a technology-based game, such as a language learning app, to review vocabulary and grammar.- Introduction to Technology-Enhanced Learning: Discuss the role of technology in language learning and the benefits of using digital resources.- Activity: Introduce a new concept or topic using a multimedia presentation, including videos, images, and interactive elements.Afternoon Session:- Group Project: Assign students a project that requires them to use technology to create a presentation or a multimedia product related to a specific English language topic.- Peer Review: Allow students to present their projects to the class and provide feedback to their peers.Day 4: Project-Based Learning (PBL)Morning Session:- Warm-up Activity: Start with a short discussion on a current event or popular culture topic in English.- Introduction to PBL: Explain the concept of Project-Based Learning and its focus on real-world application of knowledge.- Activity: Introduce a PBL project related to English language learning, such as creating a travel guide to a fictional country.Afternoon Session:- Group Formation: Students form groups and start working on their PBL projects, with each group responsible for a different aspect of the project.- Teacher Support: Provide guidance and support to ensure that each group stays on track and meets the project objectives.Day 5: Assessment and ReflectionMorning Session:- Warm-up Activity: Conduct a quick quiz to assess students' understanding of the week's content.- Assessment of Learning Outcomes: Review the learning outcomes of the week and assess students' progress through a combination of formative and summative assessments (e.g., presentations, portfolios, reflection essays).- Activity: Have students write a reflective essay on their learning experience during the week, highlighting what they found most challenging and rewarding.Afternoon Session:- Closing Activity: Organize a class discussion where students share their insights and experiences from the week's activities.- Feedback and Next Steps: Collect feedback from students on the effectiveness of the integrated teaching strategies and discuss the next steps for incorporating these strategies into future English classes.Evaluation:The success of this teaching activity will be evaluated based on the following criteria:- Student engagement and participation in activities- Improvement in English language proficiency as measured by pre- and post-assessments- Quality of group work and individual projects- Feedback from students and teachers on the effectiveness of the integrated teaching strategiesBy the end of this week-long teaching activity, students should have gained a deeper understanding of the English language and developed a broader range of skills that will serve them well in their future academic and professional endeavors.第3篇Objective:The primary objective of this teaching activity is to enhance students' overall English proficiency, including listening, speaking, reading, and writing skills. The activity will be designed to engage students actively, foster critical thinking, and promote cultural understanding.Target Group:Grade 8 studentsDuration:One month (4 weeks)Materials Required:- Projector and computer for presentations- Whiteboard and markers- English textbooks and supplementary materials- Audio and video resources- Handouts and worksheets- Interactive whiteboard or smartboard- Online resources and digital tools (e.g., Google Classroom, Kahoot, Quizizz)Week 1: Introduction to the TopicDay 1: Unit Introduction- Objective: Introduce the topic and objectives of the month-long activity.- Activities:1. Briefly introduce the topic through a PowerPoint presentation.2. Explain the learning objectives and how the activities will contribute to achieving them.3. Discuss the importance of English language skills in various aspects of life.Day 2: Warm-Up Activity - "Who Am I?"- Objective: Encourage students to use English to introduce themselves and get to know each other.- Activities:1. Divide the class into small groups.2. Each group member takes turns introducing themselves using complete sentences.3. Encourage the use of adjectives, hobbies, and favorite things to make introductions more engaging.Day 3: Listening Comprehension- Objective: Develop listening skills through various audio resources.- Activities:1. Play a short English song or a podcast related to the topic.2. Ask students to summarize the main points of the audio in their own words.3. Discuss the content and share opinions.Day 4: Vocabulary Building- Objective: Introduce and practice new vocabulary related to the topic.- Activities:1. Display a list of new vocabulary words on the board.2. Ask students to provide synonyms and antonyms for each word.3. Use the words in sentences to reinforce their meanings.Week 2: Speaking and PronunciationDay 5: Role-Play Scenarios- Objective: Improve speaking skills through interactive role-plays.- Activities:1. Create scenarios related to the topic and assign roles to students.2. Students will engage in a conversation using the vocabulary and structures learned.3. Encourage students to use proper pronunciation and intonation.Day 6: Group Discussion- Objective: Promote critical thinking and collaborative learning.- Activities:1. Present a controversial topic related to the unit.2. Divide the class into groups and assign each group a position (e.g., for, against).3. Students will prepare arguments and present them in a group discussion.Day 7: Pronunciation Practice- Objective: Focus on specific phonetic sounds and intonation patterns.- Activities:1. Use a video or audio clip to highlight pronunciation issues.2. Break down the sounds and demonstrate proper articulation.3. Students practice reading sentences or short paragraphs aloud.Week 3: Reading and WritingDay 8: Reading Comprehension- Objective: Develop reading skills through various text types.- Activities:1. Provide a short passage related to the topic.2. Ask students to read the passage and answer comprehension questions.3. Discuss the text and its main ideas.Day 9: Creative Writing- Objective: Encourage creative expression through writing.- Activities:1. Assign a creative writing prompt related to the topic.2. Students will write a short story or essay based on the prompt.3. Share and discuss the written pieces in class.Day 10: Grammar Review- Objective: Strengthen grammar skills through interactive exercises.- Activities:1. Review key grammar points covered in the unit.2. Use interactive whiteboard tools to present grammar rules and examples.3. Students complete grammar exercises and correct each other's work.Week 4: Assessment and ReflectionDay 11: Mini-Assessment- Objective: Evaluate students' progress and understanding of the unit.- Activities:1. Conduct a short quiz or written assignment to assess reading, writing, and grammar skills.2. Review the quiz and provide feedback.Day 12: Student Presentations- Objective: Encourage students to present their learning outcomes.- Activities:1. Students choose a topic related to the unit and prepare a short presentation.2. Presentations will be delivered to the class, followed by a Q&A session.Day 13: Reflection and Feedback- Objective: Reflect on the teaching and learning process.- Activities:1. Facilitate a class discussion on what was learned and enjoyed during the unit.2. Collect feedback from students on the teaching methods and activities.Day 14: Culminating Activity- Objective: Summarize the month-long activity with a fun and engaging project.- Activities:1. Organize a skit or a play based on the topic.2. Students will perform in front of the class, showcasing their speaking, reading, and writing skills.Conclusion:This comprehensive English teaching activity plan aims to provide awell-rounded approach to language learning, focusing on all four skills: listening, speaking, reading, and writing. By incorporating a variety of activities and resources, the plan seeks to enhance students' English proficiency and promote a love for the language.。

九上U3Topic3复习课件

• • • • • • •
4 make good use of sth 好好利用 V + doing 5mind 6be worth7 be busy8 finish 9practice 10keep 11be used to 12give up 13consider 14suggest 15can’t help16 feel like17 enjoy 18 leave sb behind 留某人在某地
9.In the past, the child laborers _____ do a lot of hard work. A.forced B.forced to C.was forced to D.were forced to
10.—Hi, Jane, tell you a piece of good news. I _____ America tomorrow. —Wow, have a good trip! A.will leave to B.leaves for C.am leaving for D.going leaving for
5.Mike will go abroad tomorrow. I am going to _____ at the airport. A.sent him off B.saw him off C.see off D.see him off 6.How did the differences between them _____? es from B.be from e about D.be about
13.—I don’t know _____ remember the new English words. —Don’t worry! Try thinking about their pronunciations. A.what to B.how to C.where to D.when to 14.—I have worked hard at English, but it seems that I haven’t made any progress. —Keep on _____ at it, and you will be successful. A.work B.working C.to work D.works

2024年中考英语仁爱版一轮复习+九年级上册+Unit+3+Topic+3+课件

（教材P76 Section C 2）
词汇 achieve realize come true
用法 achieve ＋ one’s ＋梦想/目标 realize ＋ one’s ＋梦想/目标梦想/目标＋ come true
Work hard， and you will achieve your goal. 好好干，你就会达到自己的目标。 Volunteering here is a dream which comes true for me. 在这里做志愿者是一件让我梦想成真的事。 His dream of becoming a volunteer here was finally realized. 他想在这里成为一名志愿者的梦想终于实现了。
Joining an English club is one of the 10. best （good） ways to improve your oral English. You can speak English with teachers， classmates and even with foreigners there.
A. asleep
B. sleeping
C. sleepy
（ B ）7. I felt so afternoon. A. sleeping； asleep C. sleepy； sleep
that I fell
in the History claห้องสมุดไป่ตู้s this
B. sleepy； asleep
考点精讲1 sleepy adj. 想睡的；困倦的；瞌睡的 And I always feel sleepy in English classes. 我在英语课上总是觉得很困。（教材P71 Section A 1a）

初一年级上册英语三单元说课稿人教版

初一年级上册英语三单元说课稿人教版Teaching materialTeaching methodsStudy waysTeaching proceduresPart1 Understanding of the teaching material1. Background analysisThe discussion of this unit is centered on the listening-speaking activities. In this period，we just learn Section A (1a,1b,1c,1d,2a,2b.).And the central topic is “This is my sister”. All the students’activities happens in real-life scenes. The grammar focus on the form of Singular noun and Plural noun, the grammar points will run through the teaching activities. The teaching contents provide the necessary materials for learning focus grammar. This unit also shows the feather, which is the combination of grammar and communicative situation.2 .Contents analysis of the period：The central topic is “Introducing and identifying people”，and the focus grammar is the form of Singular noun and Plural noun, the verb “be” ,the relationships of thesePronouns(this、that、these、those), the teacher organizes a series of activities, speaking, listening，practicing, which rounds the central topic. All the activities is fit for New Curriculum of English. The designed activities are on the basis of “Socio-constructructivisit theory”.3 .Teaching arrangementWarm-up, listening, speaking.4.Teaching key points①Play a song as le ad-in，which is to arouse students’interest and attract their attention.②Language practice and communicationA. Recognize the words of family membersB. Practice dialogue with classmates with the following sentence structures “This/That is my…,These are…T hose are….”(Introducing people to others)C. Act out their dialogues to the whole class.5.Teaching difficult points： Introducing people(This/that is my… ), form of Singular noun and Plural noun.Teaching important point： To identify form of Singular noun and Plural noun, the relationships of these Pronouns(this、that、these、those).6. Teaching aids： tape recorder, tape, photos of family members.7. Teaching aims：By the end of the lesson，students will be able to：1)Knowledge aim ：①Learn and understand this new words：sister, mother, father, parent, brother, grandfather, grandmother, friend, these, are, those.②Understand and use these sentence structures：Is this your sister? No，it isn’t.Is that your brother?Yes，it is.This is my friend. These are my friends.That is my brother. Those are his brothers.2) Ability aim：Introduce people and introduce people with these key sentence structures：“A. This is……，B. That is……，C. These are……，D. Those are…….”3)Emotional aim：Students will learn how to get well with others(such friends，classmates…)and how to be polite.Part 2 Teaching methods TBLTPart3 Studying ways1. Students learn some new words about family members，and how to introduce people.2. Students learn how to use the new words and useful sentence structure to practice the focus grammar exercise and make dialogues.3. Students are encouraged to communicate with others.Part 4 Teaching procedurStep1.Warm- up：(3mins)1. Lead-in with a Chinese song .(《爸爸的爸爸叫什么》)2. Students should write down names of family membersthey’ve heard in the song in Chinese as much as possible.See who can write down the most names.The designed purpose：To motivate students’ interest in learning this lesson ，it is based on Gardner’s theory---“Multiple Intelligences”(especially the Musical-Rhythmic intelligence).Step2 Presentation (10mins)1.Show students a photo and then ask them some questions with the following sentences which they learned before.T：What is this in EnglishSs：It’s a photo.T ： Is this your photo?Ss： No, it isn’t.T：It’s my photo.3. Teacher uses the photo to introduce his or her family members with the sentence structure “This is my…(new words：mother, sister, mother, father, parent, brother, grandfather, grandmother…)4.Learn new words.Teaching students new words with some relative photos and pictures. After that，students read the new wordsrepeatedly(in the forms of the whole class，group by group，and in pair).5.Put the names of family members in a family tree.The designed purpose：Leading in by a photo，and learning new words with some photos，is to catch students’ attention，and the study way is lively and effective.Step3 Practicing (7mins)1. Task1Students try to find these people in the picture(P13).Match the new words with people in the picture.2. Students try to introduce people with these sentence structures：This/That is my ...,These/Those are my…(Notice mistakes that students made, especially, the form of plural nouns.)The designed purpose：To make opportunity for students to practice the new words and new sentences more. Each student has chances to speak English.Step4 Listening and Practicing.(1b,1c) (9mins)1.Task2： Play the tape (1b) twice. At the first time, students listen and look at the picture; and at the second time, students circle the people the boy talks about. Then ask some students to read their answers.2.To choose some pairs to talk about Dave’s family.(with the following sentence structures： This is his sister. These are his brothers…)Teacher should give some examples. And students imitate.3.Task3： Listening to part2 twice. At first，students listen and circle the new words they hear; and then, students matchthe names with people in the picture. After that, pick some students to share their answers.4.Check the answers.The designed purpose：To check students’ understanding ofthe new words. See if they have got the meaning of the new words.Step5 Oral Practice (7mins)Task4①Students make a dialogue in pair with their photoswith the key sentences structures.②Ask two pairs to the platform to act out their dialogues.The designed purpose：The activity is to check students’ ability to use the new sentence structures to make dialogue. And the students get the sense of success when they use English. It is also to check the teaching effect.Step6 (2mins)Make a conclusion to what have learned in this period： some vocabulary (sister, mother, father, parent, brother, grandfather, grandmother, friend…);some sentence structures：This is……，That is……，These are…… Those are…&helli。

英语教学法教程实践题(3篇)

第1篇Introduction:This practical application guide focuses on the implementation ofvarious English teaching methods in a classroom setting. The aim is to provide educators with hands-on strategies that can enhance student engagement, improve language acquisition, and foster critical thinking skills. The guide will cover a range of methods, including communicative, task-based, and problem-based learning, and will include activities and reflection questions to aid in the application and evaluation of these methods.Section 1: Communicative Language Teaching (CLT)Activity 1: Role-Playing ScenariosObjective: To practice speaking and listening skills in a realistic context.Materials:- A list of role-playing scenarios (e.g., at a restaurant, at the airport, in a doctor's office)- Props (if available) to enhance the authenticity of the scenariosInstructions:1. Divide the class into small groups, ensuring that each group has amix of language proficiency levels.2. Provide each group with a scenario and props, if necessary.3. Instruct students to prepare a short dialogue based on the scenario.4. Have each group perform their dialogue for the class.5. After each performance, ask the audience to provide feedback and suggestions for improvement.Reflection Questions:- How did the students interact during the role-plays?- Were there any language barriers or misunderstandings?- How could the activity be modified to cater to different learning styles?Activity 2: Jigsaw MethodObjective: To encourage cooperative learning and deep understanding of a topic.Materials:- A complex topic divided into smaller subtopics- Handouts or notes for each subtopicInstructions:1. Assign each student a subtopic related to the main topic.2. Students research their subtopic individually and prepare a presentation or summary.3. After researching, students form new groups based on the subtopics they have studied.4. Each student in the new group shares their knowledge with their peers.5. The class comes together to discuss the main topic, using the information gathered from the subtopics.Reflection Questions:- How did the students work in groups?- Did the jigsaw method enhance their understanding of the main topic?- What could be done to ensure that all students contribute equally to the group discussions?Section 2: Task-Based Language Teaching (TBLT)Activity 3: Real-World ProjectObjective: To apply English language skills to solve real-world problems.Materials:- A list of real-world problems (e.g., environmental issues, social inequalities)- Research materials and resourcesInstructions:1. Present the class with a list of real-world problems.2. Divide the class into small groups and assign each group a problem to research and solve.3. Instruct students to use English to communicate, research, and propose solutions.4. Allow time for groups to work on their projects and prepare presentations.5. Have each group present their findings and solutions to the class.Reflection Questions:- How did the students use English in their project work?- Were there any challenges in communicating and collaborating in English?- How could the project be adapted to different levels of English proficiency?Section 3: Problem-Based Learning (PBL)Activity 4: Case Study AnalysisObjective: To develop critical thinking and problem-solving skills through English.Materials:- A case study with a language-related problem- Discussion questions and promptsInstructions:1. Provide students with a case study that presents a language-related problem.2. Instruct students to read the case study and prepare to discuss it in class.3. Conduct a class discussion, encouraging students to analyze the problem, propose solutions, and justify their reasoning.4. After the discussion, ask students to write a short essay summarizing the main points and their own conclusions.Reflection Questions:- How did the students engage with the case study?- Were there any misconceptions or misunderstandings during the discussion?- How could the activity be made more interactive and engaging?Conclusion:The practical application of English teaching methods can greatly enhance the learning experience for students. By incorporating communicative, task-based, and problem-based learning activities, educators can create a dynamic and interactive classroom environmentthat promotes language acquisition and critical thinking. The activities and reflection questions provided in this guide aim to assist educators in implementing these methods effectively and evaluating their impact on student learning.第2篇Title: Implementing the Communicative Approach in an English ClassroomObjective: This practice question aims to guide future English teachers in implementing the Communicative Approach in their classroom settings. The Communicative Approach emphasizes language use in real-life situations, focusing on communication skills rather than just linguistic knowledge.Context: Imagine you are a teacher in a secondary school in China, teaching an intermediate English class. The students are 14 years old and have been studying English for three years. They have a basic understanding of grammar and vocabulary, but they struggle with speaking and listening skills.Task:1. Design a Lesson Plan:- Lesson Objective: By the end of the lesson, students will be able to engage in a group discussion about their favorite hobbies in English.- Teaching Methods: Use a mix of communicative techniques, including pair work, group work, and whole-class discussions.- Materials: Handouts with pictures of different hobbies, whiteboard, markers, and a clock.2. Preparation:- Warm-up Activity: Begin with a short review of hobbies in English using pictures. Ask students to guess what the hobbies are and describe them in simple sentences.- Main Activity:- Divide the class into small groups of four.- Hand out the handouts with pictures of various hobbies to each group.- Ask each group to discuss their favorite hobby using the pictures as a prompt.- Encourage students to use new vocabulary and phrases they have learned.- Set a timer for 10 minutes to ensure that each group has enough time to discuss.- Feedback and Correction:- After the discussion, bring the class together for a whole-class discussion.- Invite each group to present their findings.- Provide positive feedback and correct any mistakes in a supportive manner.- Conclusion:- Ask students to write a short paragraph about their favorite hobby, using the vocabulary and phrases they have learned.- Have students share their paragraphs with a partner for peer feedback.3. Reflection:- Assessment: How will you assess the students' speaking and listening skills in this lesson? Consider using a checklist or a rating scale.- Challenges: What challenges do you anticipate in implementing this lesson, and how will you overcome them?- Adaptations: How could you adapt this lesson for students with different learning styles or abilities?Lesson Plan Outline:Warm-up Activity:- Duration: 5 minutes- Activity: Show pictures of different hobbies and ask students to guess what they are.- Aim: To activate prior knowledge and create a relaxed learning environment.Main Activity:- Duration: 20 minutes- Activity: Group discussion about favorite hobbies using pictures.- Aim: To develop speaking and listening skills in a communicative context.Feedback and Correction:- Duration: 10 minutes- Activity: Whole-class discussion and peer feedback.- Aim: To provide students with an opportunity to practice their speaking skills and receive feedback from their peers and the teacher.Conclusion:- Duration: 10 minutes- Activity: Writing a short paragraph about favorite hobbies and peer feedback.- Aim: To reinforce the vocabulary and phrases learned during the lesson and provide an opportunity for students to practice writing.Reflection:Assessment:- Use a checklist to assess students' participation in the group discussion and whole-class presentation.- Use a rating scale to evaluate students' speaking fluency and accuracy.Challenges:- Some students may be shy or hesitant to speak in English.- Limited time for each group discussion.Adaptations:- Pair students up for more comfortable speaking practice.- Provide visual aids or gestures to help students who struggle with vocabulary.- Extend the time for group discussions if needed.Conclusion:Implementing the Communicative Approach in the English classroom can be a rewarding experience for both teachers and students. By focusing on communication skills and creating real-life situations, students are more likely to develop a genuine interest in learning the language. As a teacher, it is important to be prepared to adapt and overcome challenges to ensure that all students have the opportunity to succeed.第3篇Introduction:In this tutorial practice, we will design a lesson plan for a beginner level English as a Second Language (TESL) class. The goal of this lesson is to introduce basic vocabulary and grammar concepts, while also ensuring that the students are engaged and actively participating in the learning process. The lesson will be structured around the Communicative Language Teaching (CLT) approach, which emphasizes interaction and real-life communication.Lesson Objectives:By the end of this lesson, students will be able to:1. Identify and use basic greeting phrases in English.2. Understand and use simple present tense verbs.3. Ask and answer simple questions about themselves and others.4. Participate in a group activity to practice vocabulary and grammar.Target Group:Beginner level students with no prior knowledge of English.Materials Needed:- Whiteboard and markers- Handouts with vocabulary and grammar exercises- Flashcards with pictures and corresponding words- Pencils and erasers for students- Timer or clockLesson Duration:1 hourLesson Plan:1. Warm-Up (10 minutes)- Activity: Circle Time- Objective: To create a relaxed and welcoming atmosphere for the class.- Procedure:- Begin with a brief introduction to yourself and ask students to introduce themselves, using simple greeting phrases such as "Hello, my name is [name]."- Encourage students to ask and answer simple questions to practice using basic present tense verbs.2. Introduction to Vocabulary (15 minutes)- Activity: Vocabulary Presentation- Objective: To introduce new vocabulary related to greetings and personal information.- Procedure:- Write the following vocabulary on the whiteboard: hello, goodbye, nice to meet you, my name is, I am, I am from, I am a student, I live in, etc.- Use flashcards with pictures to illustrate each word and its meaning.- Have students repeat the words after you and ask them to use the words in sentences.3. Grammar Focus: Present Tense Verbs (15 minutes)- Activity: Grammar Practice- Objective: To introduce and practice the present tense form of verbs.- Procedure:- Explain the present tense and demonstrate the structure "I am + verb" (e.g., I am a student, I am from China).- Provide a list of common verbs and have students change them intothe present tense form.- Have students practice forming questions by adding "am I" or "are you" before the verb.4. Group Activity: Role Play (15 minutes)- Activity: Role Play- Objective: To practice vocabulary and grammar in a real-life context.- Procedure:- Divide the class into small groups of three or four students.- Give each group a scenario (e.g., meeting at a cafe, introducing friends, etc.) and a list of vocabulary and grammar structures to use.- Set a timer for 5 minutes and let the groups practice their role play.- After the timer, ask each group to present their role play to the class.5. Wrap-Up and Homework (10 minutes)- Activity: Review and Homework Assignment- Objective: To review the lesson content and assign homework forfurther practice.- Procedure:- Review the vocabulary and grammar points covered in the lesson.- Assign homework that includes writing a short paragraph about themselves, using the vocabulary and grammar structures learned.- Encourage students to ask questions or seek clarification if needed.Conclusion:This lesson plan for a beginner level TESL class focuses on introducing basic vocabulary and grammar concepts through interactive and engaging activities. By using the Communicative Language Teaching approach, students are encouraged to actively participate in the learning process, which helps reinforce their understanding of the language. The lesson plan can be adapted and expanded upon to suit the needs and abilities of the students.。

仁爱版英语九年级unit3topic3重点

1Unit 3 Topic 3重点掌握词汇存货1. places of interest 名胜古迹； 2．enjoy oneself 玩得很愉快； 3．make sb. + v.ed 使自己被......； 4．get into trouble 陷入困境； 5．different accents 不同口音；6．have long conversations with 与某人进行长谈； 7．work hard at..... 在.....方面努力，致力于......； 8．oral English=spoken English 口语；9．be afraid of (doing) sth. 害怕，不敢； 10．be afraid to do sth. 害怕，不敢； 11．feel sleepy 感到昏昏欲睡； 12．the final exam 期末考； 13．remember new words 记生词； 14．for a whole week 一整周；15．make progress 取得进步，取得进展； 16．feel like + doing sth. 想要做某事； 17．give up 放弃； 18．at times 有时；19．read English news 阅读英语新闻；20．take part in the English Corner 参加英语角；21．keep a diary in English 用英语写日记（有写日记习惯）； 22．write a diary 写（记）一篇日记；23．watch English movies 看英文电影；24．sing English song 唱英语歌；25．listen to the tape 听磁带；26．buy a grammar book 买一本语法书；27．write compositions 写作文；28．give sb. some advice about /on 给某人一些关于.......的建议； 29．be weak in 在......方面很弱； 30．turned to sb./sth. =ask sb. for help 向..........求助 31．learn a lot from sb. 从某人那里学到很多；32．reading ability 阅读能力；33．get the main idea of the article 理解文章的大意；34．make mistakes 出错；35．answer the question 回答问题；36．give it a try 试一试； 37．take a deep breath 深呼吸； 38．in the living room 在客厅 39．kinds of toothpaste 许多种牙膏； 40．copy new words on pieces of paper 把生词抄写在纸上 41．hold a class meeting 开班会； 42．share one’s opinions 和某人分享观点； 43．preview the day’s lesson before class 课前预习当天上课的内容； 44．take notes in class 课堂记笔记； 45．review them after class 课后复习；46．It’s an honor to do sth. 做某事感到荣幸； 47．speak English as often as possible 尽可能常讲英语； 48．advice sb. to do sth. 建议某人做某事； 49．Good job!= Well done! 做得好！50．many good methods 许多好方法； 51．remember to do sth. 记住去做某事； 52．remember doing sth. 记住做过某事； 53．as long as..... 只要；54．stick to + doing sth. 坚持，不放弃； 55．as..... as possible 尽可能........； 56．agree with sb. 同意某人的意见/ 看法； 57．practice doing sth. 练习做某事； 58．join the English club 加入英语俱乐部； 59．face problems 面临问题；60．down load English songs 下载英语歌； 61．improve listening 提高听力； 62．What’s more 而且；63．an effective way 一种有效的方法； 64．imitate the pronunciation 模仿发音； 65．write down useful words or phrased写下有用的单词或词组；66．be sure to 一定会做某事；课文重点详解Section A1. Could you make yourself understood in the USA? 在美国你能让别人理解你的意思吗? make yourself understood 意为“让你自己被理解”， understood 用的是过去分词表示被动。

仁爱版九年级英语上册-Unit 3 Topic 3含答案

Unit 3 Topic 3(满分100分，时间90分钟)第一部分听力(20分)Ⅰ.听句子，选择正确图片。

每个句子读一遍。

(5分)1._____2._____3._____4._____5._____Ⅱ.听对话，选择正确答案。

每段对话读两遍。

(5分)( )6.What’s Kitty’s problem in English?A.She can’t understand certain grammars.B.Her pronunciation is not quite right.C.She can’t translate every word.( )7.What’s the old man?A.A worker.B.A learned and kind teacher.C.A doctor.( )8.What is wrong with Lucy?A.She is worried about her spoken English.B.She is worried about her written English.C.She is worried about going to the English Corner.( )9.Who are the two speakers?A.Neighbors.B.Old classmates.C.Teacher and student.( )10.How many good methods are there for learning English?A.Quite a lot.B.One.C.Some.Ⅳ.听短文，选择正确答案。

短文读两遍。

(5分)( )16.What did Tom ask John to do one evening?A.To look after his father.B.To help him with his English.C.To go to the park.( )17.When did John first call Tom?A.At 2:15 the next afternoon.B.At 2:15 today.C.At 2:30 the next afternoon.( )18.Where did Tom go the next afternoon?A.The zoo.B.The station.C.The park.( )19.Who’s going to see his granny?A.Tom.B.John.C.Jim.( )20.What did John have to do?A.To look after his granny.B.To go to the park.C.To look after his father.第二部分基础知识运用(55分)Ⅰ.单项选择。

尝试每一种方法的英文

尝试每一种方法的英文IntroductionIn this article, we will explore different methods of solving a problem and discuss their advantages and disadvantages. By trying out each method, we can determine which one is the most efficient and effective. Let's dive in and explore!Method 1: Trial and ErrorTrial and error is a common method of problem-solving. It involves attempting different approaches and evaluating the results until a solution is found. This approach is often used when there is no clear method or strategy available. While it can be time-consuming and sometimes frustrating, trial and error can be useful in uncovering creative solutions.Method 2: Analysis and BreakdownThis method involves breaking down the problem into smaller, more manageable parts and analyzing each part individually. By understanding the underlying components, it becomes easier to identify patterns or relationships that lead to a solution. This approach is useful for complex problems that require a systematic approach.Method 3: Research and LearningSometimes, the solution to a problem already exists, and all we need to do is find it. Research and learning involve gathering relevantinformation, consulting experts, or studying previous case studies to find the best solution. This method can save time and effort by capitalizing on the knowledge and experiences of others.Method 4: Brainstorming and CollaborationBrainstorming is a method of generating creative ideas through open discussion and collaboration. By gathering a diverse group of individuals and encouraging free-thinking, this approach aims to uncover unique solutions. Collaboration allows for the pooling of knowledge and perspectives, leading to innovative problem-solving.Method 5: Simulation and ModelingSimulation and modeling help to understand complex systems or situations by creating a simplified representation or scenario. By observing and manipulating the simulation or model, we can gain insights into different outcomes and determine the best course of action. This method is especially useful in fields such as engineering and planning.Method 6: Intuition and Gut FeelingIntuition is a method of problem-solving that relies on subconscious knowledge or instincts. It involves trusting our gut feeling and making decisions based on instincts rather than logical reasoning. While this method is subjective and may not always yield favorable results, it can sometimes lead to unexpected breakthroughs.Method 7: Prototyping and TestingPrototyping refers to creating a preliminary version of a solution or product to test its functionality and feasibility. By testing the prototype, we can identify weaknesses and make necessary improvements before finalizing the solution. This method is commonly used in engineering, product development, and software design.ConclusionDifferent problems require different methods of solution. By exploring different approaches, we can widen our perspectives and improve our problem-solving skills. Trial and error, analysis and breakdown, research and learning, brainstorming and collaboration, simulation and modeling, intuition and gut feeling, and prototyping and testing are just a few of the many methods available. Ultimately, the best method is the one that leads to the most efficient and effective solution. So, let's keep exploring and trying out different methods to become better problem solvers.。

methods和method

methods和method
Methods和Method是两个英语单词，它们的含义和用法有些不同。

Method（方法）是指一种特定的操作或过程，可以用来解决某个具体的问题或实现某个目标。

在编程中，Method通常指类中的某个函数或过程，用于执行特定的操作或功能。

Methods（方法）则是指一组组织良好的步骤，用于执行特定任务的一种系统化的方法或过程。

在科学研究或学术研究中，Methods 通常指研究的设计、实验过程和数据分析的方法或策略。

虽然Method和Methods都是指具体的操作或过程，但它们的用法略有不同。

Method通常用于描述程序中的某个函数或过程，而Methods用于描述科学研究或学术研究中的方法或过程。

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仁爱英语八年级上册第一单元topic3 section C 说课课件(共26张PPT)

There are _S_u_m_m__e_r _O_ly_m__p_ic_s_ and W__in_t_e_r_O_l_ym__p_ic_s__ and they are both held every _fo_u_r__ years. The _W_in_t_e_r_O_l_y_m_p_ic_s___ are usually held two yearsb_e_f_o_re_ the _Su_m__m_e_r_O_l_y_m_p_i_cs_.
(F) 2. The symbol of the Olympics is “Faster, Higher,
Strong.
motto
( F) 3. Summer Olympics and Winter Olympics are held
every four years.
compete
(T) 4. The Olympics are held by different cities in turn.
More cities will have the chance to hold the
Olympics.
have the chance to do:有机会做
Nowadays, the Olympic Games are held by different cities in turn.
in turn :.....轮流
Knowledge Students can talk about Olympics, objects They are expected to learn the use “will/ shall” structure
Ability objects
Moral objects