Lesson 4 Student Handout
英语作文欣赏教案模板
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英语作文欣赏教案模板英文回答:Lesson Plan for Essay Analysis。
Objective:To develop students' analytical skills in reading essays。
To enhance students' understanding of essay structure and organization。
To provide students with practice in writing essay analyses。
Materials:Essay text。
Student handout。
Whiteboard or chart paper。
Procedure:1. Introduction (5 minutes)。
Begin by reviewing the objective of the lesson.Briefly introduce the essay text to be analyzed.2. Guided Reading (15 minutes)。
Divide students into small groups.Distribute the student handout and the essay text.Guide students through the essay, asking them to identify the following elements:Thesis statement。
Topic sentences。
Supporting evidence。
Transitions。
3. Group Discussion (10 minutes)。
Have each group discuss the elements they identified.Encourage them to share their interpretations and insights.4. Whole Class Discussion (15 minutes)。
学术英语Lesson 2 Student Handout
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Lesson 2 Student Handout(Note: No need to do the homework for now.)Lesson objectives:•Get to know the genres in writing.•Recognize different “reports”.•Learn how to write classifying reports of academic articles.•Learn how to use proper expressions in writing classifying reports.1.Map of genres in school2.Reports: classifying and describing thingsScience classifies and describes phenomena in three types of reports. Classifying reports sub-classify a number of phenomena with respect to a given set of criteria. Descriptive reports classify a phenomenon and then describe its features. Compositional reports describe the components of an entity.3. Classifying reportsSample Text 1: Producers and consumersWe have seen that organisms in an ecosystem are first classified as producers or as consumers of chemical energy.Producers in ecosystems are typically photosynthetic organisms, such as plants, algae and cyanobacteria. These organisms build organic matter (food from simple inorganic substances by photosynthesis).Consumers in an ecosystem obtain their energy in the form of chemical energy present in their ‘food’. All consumers depend directly or indirectly on producers for their supply of chemical energy.Organisms that eat the organic matter of producers or their products (seeds, fruits) are called primary consumers, such as leaf-eating koalas (Phascolarctos cinereus), and nectar-eating honey possums (Tarsipes rostratus). Organisms that eat primary consumers are known as secondary consumers. Wedge-tailed eagles that prey on wallabies are secondary consumers.Some organisms consume the organic matter of secondary consumers and are labeled tertiary consumers. Ghost bats (Macroderma gigas) capture a variety of prey, including small mammals.Sample Text 2: Blood TypeBlood Type, in medicine, is the classification of red blood cells by the presence of specific substances on their surface. Typing of red blood cells is a prerequisite for blood transfusion. In the early part of the 20th century, physicians discovered that blood transfusions often failed because the blood type of the recipient was notcompatible with that of the donor. In 1901 the Austrian pathologist Karl Landsteiner classified blood types and discovered that they were transmitted by Mendelian heredity. The four blood types are known as A, B, AB, and O.Blood type A contains red blood cells that have a substance A on their surface. This type of blood also contains an antibody directed against substance B, found on the red cells of persons with blood type B.Type B blood contains the reverse combination.Serum of blood type AB contains neither antibody, but red cells in this type of blood contain both A and B substances.In type O blood, neither substance is present on the red cells, but the individual is capable of forming antibodies directed against red cells containing substance A or B. If blood type A is transfused into a person with B type blood, anti-A antibodies in the recipient will destroy the transfused A red cells. Because O type blood hasneither substance on its red cells, it can be given successfully to almost any person. Persons with blood type AB have no antibodies and can receive any of the four types of blood; thus blood types O and AB are called universal donors and universal recipients, respectively.4. Expressions in classifying reportsThe tables below show some of the most common language used in texts which have classification as their purpose. There aretwo types kinds classes categories sorts of lava : acidic and basic. . These are acidic and basic. Theare acidic and basic.5. In-class PracticeExercise 1Read the following passage and answer the questions.Eruptions of volcanoes may be divided into three main types: (1) the explosive type, in which rock fragments are thrown out with explosive violence; (2) the quiet type, in which hot liquid rock quietly flows on the surface;(3) the intermediate type, in which eruptions are at times violent and at other times consist of the quiet outflowing of lava.•What is the text classifying?• How many types are there?•What are the different types?•How do we make the distinction?•What expressions are used to show this text is of classification?Exercise 2Read the following passage and answer the questions.Lavas may be divided into two contrasting types, acid and basic. Acid or siliceous lavas have a high silica content, about 70 to 75 per cent, and are stiff or viscous. They move slowly over the surface and solidify close to the vent. Basic lavas have a silica content of about 50 per cent. Dark colored and fluid, they flow more easily at lower temperatures and reach a greater distance from the crater than do acid lavas.•What is the text classifying?•How many types are there?•What are the two types?•How do we make the distinction?•What expressions are used to show this text is of classification?Exercise 3Read the following texts and complete the tree diagram with the 11 words given below:We shall outline the four major subfields of anthropology that have emerged in the twentieth century: physical anthropology, archaeology, linguistics and cultural anthropology.Physical anthropology deals with human biology across space and time. It is divided into two areas: paleontology, the study of the fossil evidence of the primate (including human) evolution, and neontology, the comparative biology of living primates, including population and molecular genetics, body shapes (morphology), and the extent to which behavior is biologically programmed.Archeology is the systematic retrieval and analysis of the physical remains left behind by human beings, including both their skeletal and cultural remains. Both the classical civilizations and prehistoric groups, including our prehuman ancestors, are investigated.Linguistics is the study of language across space and time. Historical linguistics attempts to trace the tree of linguistic evolution and to reconstruct ancestral language forms. Comparative (or structural) linguistics attempts to describe formally the basic elements of languages and the rules by which they are ordered into intelligible speech.Cultural anthropology includes many different perspectives and specialized subdisciplines but is concerned primarily with describing the forms of social organization and the cultural systems of human groups. In technical usage, ethnography is the description of the social and cultural systems of one particular group, whereas ethnology is the comparison of such descriptions for the purpose of generalizing about the nature of all human groups.(From D.E. Hunt and P. Whitten: T he Study of Anthropology (Harper and Row, 1976)1.ethnology 民族学2.linguistics 语言学3.archeology 考古学4.cultural anthropology 文化人类学5.structural linguistics 结构语言学6.historical linguistics 历史语言学7.physical anthropology 体质人类学8.paleontology 古生物学9.neontology 近代生物学10.ethnography 人种学11.anthropology 人类学Exercise 4:Write a description of drinks using the information given in the diagram below:Homework assignments:Write a classifying report of 150-200 words about the field your discipline (your research area) belongs to (cf. Exercise 3). Remember to describe each of the branches. You are required to draw a diagram for your classification and underline the branches in the essay. The assignment is due in Week 3.作业格式要求:1.所有作业要求打印出来上交,同时将电子版email给班长。
reference answers to exercises in Student handout lesson 1
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Lesson 1Student HandoutReference Answers to ExercisesExercise 1: Which of the two italicized expressions do you think is more appropriate in academic writing?1.The government has made considerable/great progress in solving the problem.2.We got/obtained excellent results in the experiment.3. A loss of jobs is one of the consequences/things that will happen if the process isautomated.4.The results of lots of/numerous tests have been pretty good/encouraging.5.The relationship between the management and workers is extremely/reallyimportant.6.Some suggestions springing up from/arising from the study will be presented.7.Crash test dummies are really important for/an integral part of automotive crashtests.8.According to a recent study just about/nearly25% of all cell phone users view textmessaging as an important source of entertainment.Exercise 2: Underline the phrasal verbs in the sentences and replace them with ainvestigateing__2.This issue was brought up during the seminar. _________raised_________3.It is assumed that the management knows what is happening and will thereforestep in if there is a problem. _______intervene_______4.Schools cannot altogether get rid of the problem of truancy. ___eliminate_____5.The number of staff has been cut down recently. _______reduced________6.It was very difficult to find out exactly what happened._____determine____________7.House prices have a tendency to go up and down. __________fluctuate_______8. A potential solution was put forward two years ago._______proposed__________Exercise 3: Replace the following phrasal verbs with a more formal single word.1. The locals could not put up with the visitors from the city.________tolerate_______2. The decline was brought about by cheap imports. ________caused_______3. The university is thinking about recruiting more students._______considering_______4. Sales are likely to drop off in the third quarter. ______decline_____5. The meeting was put off until December. ________postponed______6. Given our fast-paced society, people must routinely put creative solutions to unexpectedproblems into practice. ____________implement________7. Some people have cut down on their consumption of beef. _______reduced______8. The cinema was pulled down ten years ago. __________demolished___________ Exercise 4: Use a more formal word or phrase to replace the italicized word. 1.The reaction of the officials was sort of negative. _____rather/quite/to anextent____2.The economic outlook is nice. _____optimistic/promising________3.The new method we have adopted seemsgood.____satisfactory/effective/efficient___4.She was given the sack because of her poor record. __be fired/dismissed/laidoff___5.The competition we are facing has gotten more intense. ______intensified____6.Many urban areas do not have enough land to build new public schools.___lack___7.Allergic reactions to local dental anesthesia do not happen very often. ____rarelyoccur/happen__8.The doors on these ferries were made bigger to make it easier to load vehicles._enlarged; to facilitate loading_________Exercise 5: Let’s suppose you want to follow the considerations we have talked about. What problems may the following sentences have? How would you revise them?1.You can use this model to optimize the water supply.second personThis model can be used to optimize the water supply. / The water supply can be optimized using this model.2.So, why did the bridge collapse? There’re a lot of reasons.informal; contractionThe bridge collapsed for many reasons. / Many reasons account for the bridge collapse.3.In addition to herbs, animal products are employed in some forms of traditionalmedicine frequently.Mid-place of the adverb: frequentlySome forms of traditional medicine frequently employ both herbs and animal products. / In addition to herbs, animal products are frequently employed4.So far there hasn’t been much research on how conflict influences the level oftrust and respect in a group.informal; contraction; negative formTo date, no comprehensive study has examined how conflict influences trust and respect in a group. / To date, little research has examined how conflict influences trust and respect in a group5.There are several studies in epidemiology that have shown that when peopleconsume alcohol in moderate amounts they have a lower risk of developing heart disease in comparison to those people who drink a lot of alcohol.wordySome studies in epidemiology have concluded that moderate alcohol consumption results in a lower risk of heart disease. / Some studies in epidemiology have shown that moderate alcohol consumption lowers the risk of heart disease.。
Money and the Exponential Function
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Money and the Exponential Function Algebra 2Goals:1. Write and graph exponential functions of the form ()x f x a b =⋅ (3.15)2. Use exponential equations to solve problems. Solve by graphing, substitution. (3.17) 3. Use exponential equations of the form ()(1)x f x r =+ where r is given as a rate of growth or decay to solve problems. (4.03)4. Find the Annual Percentage Rate (APR) for a given compounded rate.Materials and Equipment needed by each student: 1. Copy of the student handout 2. Calculator3. Paper and pencil for note taking.Activity One: Compound InterestA friend borrows $300 from you for maximum of thirty days. You charge your friend either1% per day or 30% (once) for entire 30 days for the use of your money. Compare the amounts your friend owes you.1. Define compound interest as interest gained on the balance (amount borrowed and past interest).2. For the 30%: Calculate $300(10.30)$390.00+=3. On compounded interest: Evaluate 30$300(10.01)$404.35+=4. Clearly the borrower would like the 30% and the lender would like 1% per day.5. What is the full 30-day rate that is the same as 1% per day for 30 days? Evaluate:30(10.01) 1.3478+= which shows a rate of 34.78% for the full 30 days.Activity Two: Savings AccountLindsey’s grandmother gave her $1000 on the day she was born. Lindsey’s parents put the money into a savings account that earns 6.4% interest each year.a. How much money will Lindsey have in the account on her 18th birthday if the interest is compounded annually, quarterly, monthly, daily, hourly, each minute, each second, continuously?b. In banking, the term Annual Percentage Rate (APR) is used to give the value of the annual simple interest rate that is equal to the compounded rate of an account. What is the APR for 6.4% each of the compounding schemes above?1. Discuss the meaning of compounding using the formula 01ntr A A n ⎛⎫=+ ⎪⎝⎭, where0A =the initial investment, r =the annual rate, n =number of times compounded inthe year, and t =number of years. Discuss the values of each of these variables in this problem.2. Use the 2nd Enter aspect of the calculator to re-enter the equation just used and then by editing find the value for each of the 18 year compounding methods.3. To find the APR, find the value of 1nr n ⎛⎫+ ⎪⎝⎭. This value will determine the amountthat the principal is multiplied by each year or by subtracting 1, gives the annual rateThis result is probably not reliable.Activity Two point Seven: What is e?One dollar is invested at 100% interest per year for a year. How much money is in the account at the end of the year? What value does the amount in the account approach as the number of compounding periods increases?1. One dollar invested at 100% interest per year for a year would yield 1$1(11)$2+=.The value of 2.718281828e = which helps us see the definition of 1lim 1nn e n →∞⎛⎫=+ ⎪⎝⎭.Follow Up: Several ApplicationsThe following questions from the Algebra 2 Indicators prepared by the NC Department of Public Instruction.1. The number of airline passengers increased from 465.6 million in 1990 to 614.3 million in 1998.∙ What was the average annual growth rate (percent) for the 1990 to 1998 period? ∙ If that rate remains constant after 1998, how many airline passengers can be expected in 2005?∙ Give the algebraic model for this growth.2. At the end of four years (t ), a savings account paying 5.35% annually ( r )compounded continuously had a balance (B ) of $3096.56. What was the initial deposit (P )? (Use B = Pe rt ) If the initial deposit had been in an account compounded annually, how much less interest would have been earned? 3. Solve 2350200r e = for r . Justify each step. 4. Solve 8960 1.075A =⋅ for A . Justify each step. 5. Solve 663492.165x =⋅for x . Justify each step.Each of these problems is simplified by using the graphing calculator.1. In this question, the two points can become ordered pairs with the x -values in L1 and the y -values in L2. Use 0 for 1990 and 8 for 1998. Using ExpReg from the Stat Calc menu, the calculator produces the function 465.6(1.03525)x y =. Since x -values are years, we know that each year the number of riders is multiplied by 1.03525. This creates an annual growth rate of3.525% each year. To find the number of passengers in 2005, find the value of Y1(15) since 2005 is 15 years from 1990. This result is 782.9, which is the number of passengers expected in 2005. The algebraic model is 465.6(1.03525)x y =.2. When we substitute the values given into the equation, the result is0.053543096.56Be = . Solve this by finding the value of 0.05354e .0.053543096.563096.56 1.2386226553096.561.2386226552500.00Be B BB==⋅== With annual compounding, the equation would be 40.0535250013079.491P ⎛⎫=+= ⎪⎝⎭This will result is $17.07 less than with continuous compounding.3. Graph 350y = and 2200r y e =on the same window. Use the intersect option on the calculator. A window that shows the intersection is 05,0400x y <<<<. The point of intersection occurs at (0.2798,350). Therefore, 0.2798r =4. By finding the value of 81.075and substituting this value into the equation,8960 1.075960 1.7834778269601.783477826538.274A A AA=⋅=⋅== 5. In this question, graph two functions 663y = and 492.165x y =⋅. A window that shows the intersection is 05,0800x y <<<<. The point of intersection occurs at (3.37246,663). Therefore, the solution is 3.37246x =.Student HandoutMoney and the Exponential FunctionAlgebra 21. A friend borrows $300 from you for maximum of thirty days. You charge your friend 1% per day or 30% for entire 30 days for the use of your money. Compare the amounts your friend owes you.2. Lindsey’s grandmother gave her $1000 on the day she was born. Lindsey’s parents put the money into a savings account that earns 6.4% interest each year.a. How much money will Lindsey have in the account on her 18th birthday if the interest is compounded annually, quarterly, monthly, daily, hourly, each minute, each second, continuously?b. In banking, the term Annual Percentage Rate (APR) is used to give the value of the annual simple interest rate that is equal to the compounded rate of an account. What is the APR for 6.4% each of the compounding schemes2.7. One dollar is invested at 100% per year for a year. How much money is in the account at the end of the year? What value does the amount in the account approach as the number of compounding periods increases?Follow UpMoney and the Exponential FunctionAlgebra 2The following questions from the Algebra 2 Indicators prepared by the NC Department of Public Instruction.1.The number of airline passengers increased from 465.6 million in 1990 to614.3 million in 1998.∙What was the average annual growth rate (percent) for the 1990 to 1998 period?∙If that rate remains constant after 1998, how many airline passengers can be expected in 2005?∙Give the algebraic model for this growth.2.At the end of four years (t), a savings account paying 5.35% annually ( r )compounded continuously had a balance (B) of $3096.56. What was the initial deposit (P)? (Use B = Pe rt) If the initial deposit had been in an account compounded annually, how much less interest would have been earned?3.Solve 2= for r. Justify each step.350200r e4.Solve 8=⋅ for A. Justify each step.A960 1.0755.Solve 663492.165x=⋅for x. Justify each step.。
教学实践记录英文(3篇)
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第1篇Date: October 15, 2022Subject: EnglishGrade: 9thClass: Class 1Duration: 1 hour and 30 minutesObjective: To improve students' speaking skills and foster their ability to express themselves confidently in English.Introduction:The objective of today's lesson is to enhance the speaking abilities of the students and help them gain confidence in expressing themselves in English. The lesson focuses on practicing dialogues and group discussions, which will help the students improve their fluency and pronunciation.Materials:1. Textbook: English for Today, Book 92. Whiteboard and markers3. Handouts with dialogue scripts4. Audio-visual aids (videos, pictures)Procedure:1. Warm-up (10 minutes)- Begin the class with a quick review of the previous lesson's vocabulary and grammar points.- Conduct a brief activity to check students' understanding of the topic.2. Introduction to the topic (5 minutes)- Introduce the topic of the lesson: "Traveling Abroad."- Briefly discuss the importance of traveling and its benefits.3. Group work (15 minutes)- Divide the students into groups of four.- Provide each group with a handout containing a dialogue script related to the topic.- Instruct the students to practice the dialogue with their partners and then present it to the class.4. Practice and correction (15 minutes)- Observe the students while they are practicing the dialogues and provide guidance when needed.- Monitor the pronunciation and fluency of the students.- Correct any mistakes made by the students and provide them with feedback.5. Group discussions (15 minutes)- Assign a new topic to each group: "Why do you want to travel abroad?"- Instruct the students to discuss the topic within their groups and prepare a short presentation.- Circulate around the class, listening to the discussions and providing assistance if necessary.6. Presentations (10 minutes)- Each group presents their discussion to the class.- Encourage the students to speak clearly and confidently.- Provide feedback and compliments on their presentations.7. Conclusion (5 minutes)- Summarize the main points discussed during the lesson.- Highlight the importance of speaking skills in English language learning.- Assign homework: Prepare a short essay on the topic "My Dream Vacation" and submit it by the next class.Reflection:Today's lesson was successful in achieving its objective of improving the students' speaking skills. The group work and discussions allowed the students to practice their speaking abilities in a supportive environment. The feedback and corrections provided during the practice sessions helped the students identify their mistakes and improve their fluency.Some students were initially hesitant to speak in front of the class, but they gradually gained confidence as the lesson progressed. The use of audio-visual aids and real-life examples made the topic more relatable and engaging for the students.However, there were a few areas that need improvement:- Some students still struggle with pronunciation, and it is essential to provide them with additional practice opportunities.- The time allocated for group discussions could be extended to allow more in-depth discussions and presentations.Overall, today's lesson was a valuable learning experience for both the students and the teacher. It has highlighted the importance of continuous practice and feedback in language learning. The students' progress and enthusiasm are encouraging, and I am confident that with consistent effort, they will continue to improve their speaking skills in English.第2篇Date: March 15, 2023Subject: English Language ArtsGrade: 8th GradeClass: Class 3Introduction:This teaching practice record aims to document the teaching and learning activities conducted in an 8th-grade English Language Arts class. It includes the lesson objectives, teaching strategies, student engagement, and reflections on the overall teaching experience.Objective:The objective of this lesson was to enhance the students' reading comprehension skills and their ability to analyze and discuss literary elements in a short story. The lesson focused on the story "The Most Dangerous Game" by Richard Connell.Materials:- Textbook: "English Language Arts" by XYZ Publishers- Copies of the short story "The Most Dangerous Game"- Whiteboard and markers- Handouts with comprehension questions and discussion prompts- Projector and laptop for displaying visual aidsTeaching Strategies:1. Introduction:- Greet the students and review the previous lesson's topics.- Introduce the lesson topic: "The Most Dangerous Game" by Richard Connell.- Provide a brief overview of the story's plot and main characters.2. Reading the Short Story:- Distribute copies of the short story to the students.- Ask the students to read the story independently for the first time.- Monitor their reading progress and provide assistance if needed.3. Guided Discussion:- After the initial reading, conduct a guided discussion to help the students understand the story better.- Ask questions about the plot, characters, setting, and themes.- Encourage students to share their thoughts and opinions.- Clarify any confusion or misunderstandings.4. Comprehension Questions:- Hand out comprehension questions related to the story.- Give the students time to answer the questions individually.- Discuss the answers as a class, providing guidance and correcting any misconceptions.5. Group Activity:- Divide the class into small groups.- Assign each group a specific literary element to analyze (e.g., character development, setting, conflict).- Instruct the groups to discuss and analyze the short story using their assigned literary element.- Provide guidelines for their analysis and encourage them to support their arguments with evidence from the text.6. Group Presentations:- Each group presents their analysis to the class.- Encourage active listening and respectful feedback from the students.- Facilitate a class discussion to address any questions or clarifications needed.Student Engagement:The students were engaged throughout the lesson. They actively participated in the discussions, shared their thoughts, and asked questions. The group activity allowed them to collaborate and applytheir understanding of literary elements. Most students demonstrated a good grasp of the story's themes and were able to analyze the literary elements effectively.Reflections:The teaching practice was a positive experience overall. The students seemed to enjoy the lesson and were motivated to participate. The guided discussion and group activity helped reinforce their understanding of the story and literary elements. However, there were a few areas that could be improved:1. Time Management: The lesson took longer than expected due to the group activity and discussions. It would be beneficial to allocate more time for these activities in future lessons.2. Differentiation: Some students struggled with understanding the literary elements. Providing additional resources or individualized support could help them grasp the concepts better.3. Assessment: The lesson lacked a formal assessment component. Incorporating a quiz or writing assignment could provide a more comprehensive evaluation of the students' learning outcomes.Conclusion:This teaching practice provided valuable insights into the teaching and learning process. It allowed me to observe and interact with the students, facilitating their understanding of the short story andliterary elements. By addressing the areas of improvement, I aim to enhance the effectiveness of future lessons and promote a more engaging and inclusive learning environment.第3篇Date: [Date]Subject: [Subject]Grade: [Grade]Classroom: [Classroom Number]Introduction:This teaching practice record aims to document the experiences, observations, and reflections during a teaching session. It includes the lesson plan, teaching strategies, student engagement, and feedback received. The subject of this teaching practice is [Subject], and it is conducted with [Grade] students in [Classroom Number].Lesson Plan:The lesson plan for today's teaching session is based on the curriculum guidelines and objectives. The main objective of the lesson is to [describe the main objective]. The lesson plan consists of the following activities:1. Introduction: (5 minutes)- Greet the students and review the previous lesson's key points.- Introduce the topic of today's lesson and its relevance.2. Direct Instruction: (15 minutes)- Explain the main concepts and theories related to the topic.- Use visual aids, such as diagrams or charts, to enhance understanding.3. Group Discussion: (10 minutes)- Divide the students into small groups and assign a specific question or problem to discuss.- Encourage active participation and encourage students to sharetheir thoughts and ideas.4. Case Study Analysis: (15 minutes)- Present a case study related to the topic and guide the students through the analysis process.- Discuss the key issues, possible solutions, and outcomes.5. Conclusion and Assessment: (5 minutes)- Summarize the main points discussed during the lesson.- Conduct a quick assessment to check the students' understanding of the topic.Teaching Strategies:1. Engaging with students: I made an effort to engage with each student individually to ensure their understanding and participation. I used open-ended questions and encouraged them to express their thoughts and ideas.2. Using multiple teaching methods: I employed various teaching methods to cater to different learning styles. I used visual aids, real-life examples, and interactive activities to make the lesson more engaging and interesting.3. Creating a positive learning environment: I fostered a positive and supportive classroom atmosphere by encouraging collaboration, respecting diverse opinions, and providing constructive feedback.Student Engagement:The students were generally engaged throughout the lesson. Most of them actively participated in discussions and activities. However, I noticed a few students who seemed less engaged. To address this, I tried toinvolve them more by asking specific questions and encouraging their contributions.Feedback:I received positive feedback from the students regarding the lesson. They appreciated the interactive activities and the opportunity to discuss and analyze case studies. Some students mentioned that thevisual aids and real-life examples helped them understand the concepts better. However, a few students suggested that the lesson was too fast-paced and they needed more time to grasp the information.Reflections:1. The lesson plan was well-structured, but I realized that I could have allocated more time for certain activities. This would have allowed the students to engage more deeply with the content.2. I need to pay more attention to students who are less engaged andfind ways to involve them more actively. This could involve providing individual attention, assigning them specific tasks, or creating a more inclusive classroom environment.3. I should consider incorporating more varied assessment methods, such as quizzes or group presentations, to assess the students' understanding of the topic.Conclusion:This teaching practice session provided valuable insights into the effectiveness of the lesson plan and teaching strategies. By reflecting on the experiences and feedback received, I can make improvements for future lessons. It is essential to continue adapting and modifying teaching methods to cater to the diverse needs of students and ensure their active participation and understanding.。
全英文高中英语教案(3篇)
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第1篇Grade: 10Subject: EnglishDuration: 90 minutesObjectives:1. To help students improve their reading comprehension skills by analyzing and discussing a favorite book.2. To enhance students' ability to express their opinions and thoughts on a given topic.3. To promote critical thinking and discussion skills among students.Materials:1. Textbook: "My Favorite Book" chapter from the current English textbook.2. Whiteboard and markers.3. Handouts with questions for discussion.4. Copies of the book chosen by each student for presentation.Procedure:1. Introduction (10 minutes)a. Begin the class by asking students to share their favorite book with the class. Encourage them to explain why they chose that book.b. Discuss the importance of reading and the benefits of having a favorite book.2. Reading Comprehension (20 minutes)a. Divide the class into small groups of three or four students.b. Assign each group a specific section from the "My Favorite Book" chapter to read.c. After reading, ask each group to discuss the following questions:- What is the main idea of the section?- How does the author convey the message?- What are the key themes and characters?d. Assign a representative from each group to share their findings with the class.3. Presentation and Discussion (30 minutes)a. Ask each student to bring a copy of their favorite book to class.b. Choose one student from each group to present their favorite book to the class.c. The presenter should include the following in their presentation:- Title of the book- Author- Brief summary of the story- Why it is their favorite book- Key themes and characters- Personal connections or lessons learnedd. After each presentation, open the floor for class discussion. Encourage students to ask questions and share their thoughts on the presented books.4. Writing Activity (20 minutes)a. Provide students with a writing prompt related to their favorite book:- If you could meet one character from your favorite book, who would it be and why?- How has reading your favorite book influenced your life?b. Give students 20 minutes to write a short essay on the prompt.c. Circulate around the classroom to provide feedback and assistance as needed.5. Conclusion (10 minutes)a. Conclude the class by summarizing the key points discussed during the lesson.b. Encourage students to continue reading and sharing their favorite books with others.c. Assign a homework assignment to read a new book and be prepared to discuss it in the next class.Assessment:1. Participation in class discussions and group activities.2. Completion of the writing assignment.3. Engagement in the presentation and discussion of favorite books.第2篇Grade Level: 11Subject: English Language ArtsDuration: 90 minutesTeaching Objectives:1. To understand the positive and negative impacts of technology on society.2. To analyze different perspectives on the role of technology in modern life.3. To improve writing skills by composing a persuasive essay on the topic.4. To enhance critical thinking and public speaking skills through group discussions and presentations.Materials:- Projector and computer for showing videos and presentations.- Handouts with articles and discussion questions.- Writing materials (pencils, paper, etc.).- Whiteboard and markers.Preparation:1. Prepare a PowerPoint presentation or video clips that illustrate the impact of technology on various aspects of society.2. Collect and print articles or extracts from books that present different viewpoints on the topic.3. Create a handout with guiding questions for discussion.Procedure:Warm-Up (10 minutes):1. Begin the class with a brief discussion about the students' experiences with technology. Ask them to share examples of how technology has affected their daily lives.2. Write down their responses on the whiteboard to create a class list of technology's impacts.Introduction (10 minutes):1. Introduce the topic of the lesson by showing a short video or a series of images that depict the rapid advancement of technology and its effects on society.2. Present the objectives of the lesson and explain the structure of the class.Group Discussion (20 minutes):1. Divide the class into small groups of four or five students.2. Provide each group with a handout containing articles or extractsthat present different viewpoints on the impact of technology.3. Instruct students to read the materials and discuss the following questions:- What are the positive impacts of technology on society?- What are the negative impacts of technology on society?- How do different people view the role of technology in modern life?- What solutions can be proposed to mitigate the negative impacts of technology?Group Presentations (20 minutes):1. Assign each group a specific viewpoint on the topic (e.g., technology is beneficial, technology is harmful, technology is a double-edged sword).2. Instruct each group to prepare a 5-minute presentation on their chosen viewpoint, using the information from their discussions and the articles provided.3. Allow each group to present their findings to the class.Writing Activity (20 minutes):1. After the presentations, give students a writing prompt that requires them to compose a persuasive essay on the impact of technology on society.2. Provide a list of key points that they should include in their essay, such as:- Introduction with a clear thesis statement- Body paragraphs supporting the thesis with examples and evidence- Conclusion summarizing the main points and restating the thesisWrap-Up (10 minutes):1. Conclude the lesson by asking students to reflect on what they have learned about the impact of technology on society.2. Discuss the importance of critical thinking when evaluating the benefits and drawbacks of technological advancements.3. Assign the writing task as homework and encourage students to continue their research on the topic.Homework:- Write a 500-word persuasive essay on the impact of technology on society, incorporating at least three examples and a clear thesis statement.Assessment:- Evaluate the group discussions and presentations based on participation, clarity of argument, and coherence of ideas.- Assess the written essays on the quality of argumentation, evidence provided, and adherence to the essay structure.第3篇Subject: English Language ArtsGrade Level: 11th GradeDuration: 90 minutesObjective:Students will be able to understand and analyze the concept of the American Dream, identify its historical context, and express their own perspectives on the American Dream through writing and discussion.Materials:- Projector and computer for showing multimedia presentations- Handouts with historical context information- Writing materials (pencils, paper, etc.)- Class set of copies of "The Great Gatsby" by F. Scott Fitzgerald (if applicable)- Interactive whiteboard or blackboard- American Dream timeline and mapPreparation:1. Prepare a multimedia presentation that includes images, videos, and quotes related to the American Dream.2. Create handouts with historical context information about the American Dream.3. Write guiding questions for the discussion.4. Prepare a writing prompt related to the American Dream.5. Set up the interactive whiteboard or blackboard with a timeline and map of the United States.Warm-Up (10 minutes):- Begin the class with a brief discussion about the definition of the American Dream. Ask students to share their personal understanding of the concept.Introduction (10 minutes):- Show the multimedia presentation to introduce the concept of the American Dream. Highlight key historical events and figures that have contributed to the development of this idea.- Discuss the origins of the American Dream, tracing it back to the Declaration of Independence and the ideas of freedom, equality, and opportunity.Main Activity (30 minutes):1. Historical Context:- Distribute handouts with historical context information.- Have students work in pairs to read and discuss the handouts, identifying key points about the American Dream throughout history.- Bring the class back together for a brief presentation by each pair, allowing them to share their findings.2. Group Discussion:- Post guiding questions on the interactive whiteboard or blackboard.- Divide the class into small groups and assign each group a question to discuss. For example:- How has the American Dream changed over time?- What are the challenges and opportunities that immigrants face in achieving the American Dream?- How does the American Dream relate to the social and economic issues of today?- Allow each group 10 minutes to discuss their assigned question,then facilitate a whole-class discussion, encouraging students to share their thoughts and perspectives.3. Reading Activity:- If applicable, assign a short passage from "The Great Gatsby" related to the American Dream.- Have students read the passage and discuss how the novel portrays the American Dream.Writing Activity (20 minutes):- Distribute writing prompts related to the American Dream.- Instruct students to write a short essay (250-300 words) answering the prompt. For example:- Write an essay explaining whether or not you believe the American Dream is still achievable today. Support your answer with examples from your own life or from the material we have discussed in class.- Imagine you are a character from a historical period that we have studied. Write a letter to your descendants about the American Dream and your experiences with it.Conclusion (10 minutes):- Review the key points discussed during the lesson.- Encourage students to reflect on their own understanding of the American Dream and how it has been shaped by their personal experiences and the information presented in class.- Assign the writing essays as homework and inform students of the due date.Assessment:- Participation in discussions and group activities- Quality of the written essay- Ability to express personal perspectives on the American DreamFollow-Up Activities:- Organize a class debate on whether the American Dream is still achievable today.- Assign a research project on a historical figure who has contributed to the American Dream.- Create a class presentation or video about the American Dream, using images, music, and personal testimonials.。
科普版英语四年级下册Lesson 4教学课件PPT【含同步教案及练习】
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Look and match
Look and match
Listen and say
(J = Jenny, L = Li Shan)
J: Hi, Li Shan. Who’s that? L: That‘s Wei Gang. He’s my e-pal ①. J: Where‘s he from? L: He’s from Anhui. J: You‘re from Anhui, too, right? L: Anhui? No, I'm not from Anhui. J: Really? Where are you from? L: I’m from Hunan. J: Oh, I see.
第1课时
Greeting&Warm up
one two three four, clap your hands two two three four, stomp your feet three two three four, nod your head four two three four, hands on knees
Review
New words
about welcome to our school at be all Chinese be from What about you?
关于 ; 大约 , 到处 欢迎 到 我们的 学校 在…… 是 都 汉语 , 中国人 ( 的 ) 来自…… 你呢?
Lead-in
Hale Waihona Puke HomeworkOh! Where is my little black dog?
北师版小学英语一年级上册Lesson4_知识点总结教案
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北京版小学英语一年级英语学习基础很重要,记住单词,默写单词,不要粗心大意。
北京版小学英语和你一起共同进步学业有成!Lesson4 参考教案【内容来源】北京出版社(一起点)一年级上册Unit1 Hello! I’m Maomao一、教学目标与要求(Teaching aims and request)1. 能在真实情景中恰当地运用本单元关于打招呼和询问对方姓名的日常交际用语。
2. 能听懂、会说、指认并能整体认读本单元语音词汇。
3. 能听懂课堂简短的指令,“Stand up, please.” “Sit down, please.” “Put up your hands, please. ” “Put down your hands, please. ” 并做出相应的动作。
4. 能表演唱歌曲Hello。
5. 在打招呼用语的学习中,养成积极地与他人交流、与同学交朋友的习惯,展示自己的热情和有礼貌。
二、教学重点、难点(Teaching points and difficulties)(一)重点(Points)1. 能在真实情景中恰当地运用打招呼和询问对方姓名的日常交际用语。
2. 能听懂、会说、指认并能整体认读所有语音词汇。
(二)难点(Difficulties)观察主题图中人物的表情、猜测人物心理、预测要说的话。
三、课前准备(Teaching preparation)教学挂图(组合图)、语音词卡片(教师和学生)、彩色笔、头饰(教材人物)、给学生的奖品、教学音频、教学课件。
四、教学建议(Teaching suggestions)(一) Listen and number1. 导入(1) 教师亲切地向全体学生问好:“Hello, boys and girls!”学生回答:“Hello, Miss / Mr ... !”(2) 语句接龙,开展小组间的竞赛。
首先保证每个组的人数一致,然后教师同时向每组的第一名学生问好:“Hello, boys and girls!” 每组的第一名学生要同时大声回答“Hi, …!” 然后转向第二名学生问好,以此类推。
(Student Handout) A-Level Book4 Speaking Test
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Unit 1 Enjoy your feelingsSituation 1:A, a famous Chinese Kungfu Star was very elated at the chance to meet US President Barack Obama. A had already met with Sasha and Malia Obama on his/her first night in the White House, and on the second visit he/she got to meet the president and a group of kids who live with diabetes."I'm excited. This is the first time I'm meeting the president. ……" he/she told B, a reporter of the People magazine. And he/she added that even from the Oriental aesthetic standard, Mr. Obama is very attractive indeed.Then B proceeds to share with A his experience interviewing Mr. Obama. He says the only way to break through the habitual cynicism of the media people was real candor. And Obama had it. He never showed off his elite education background. He told his own personal stories, in a way that made you feel like somehow, you were connecting with him. And that might be why he got voted in.Unit 2 Beauty can be boughtSituation 2:Bad plastic surgery happens when someone feels pressure to look good and they have more money than brains, which pretty much describes the majority of celebrities out there.Most of these people were genetically blessed to begin with, which makes you wonder why they would risk their good looks just to hold off from aging a tiny bit longer. And many of the younger celebrities have absolutely no excuse at all, as good diet, exercise, and a healthy lifestyle would have fixed most of any flaws they felt they had.A andB talk about the celebrity plastic surgery risks and disasters.Situation 3:A has been putting in a few extra hours at the gym recently. Besides keeping himself in decent shape, he goes ahead and works on the acne, combs his hair at frequent intervals and brushes his teeth after every meal. He is also obsessed over his dress, and has a double take of himself in the mirror every time before he sets off.A’s friend B is genuinely curious about A’s drastic change and over the conversation with A he finds out that A has met a girl of his dreams, and has been trying to improve his overall appearance to make a good impression.B says men always think that women admire their muscles and full head of hair. That is a myth. Women in fact are drawn not to muscular bodies but charisma. And charisma will only ever show when men take pride in themselves of who they are.B suggests that A should not let fear of rejection hinder his progress. The best thatlooks can do is to unlock the door. It takes conversational skills and a decent personality to open that door and walk through.Unit 3 W atch out when nature strikes backSituation 4:Soil degradation can transform productive zones into wastelands with tragic speed. “The history of every nation,”U.S. President Franklin Roosevelt said, “is eventually written in the way in which it cares for its soil.”B, a correspondent for the Science, talks with A, a soil scientist, about the interrelated problems afflicting soils in China and all over the world.In the developing world, far more arable land is being lost to human-induced erosion and desertification, directly affecting the lives of 250 million people, A maintains. Our species, in other words, is rapidly trashing an area the size of the United States and Canada combined.B goes on to talk about the dire consequences in China. Declining harvests on worsening soil forced huge number of farmers to become migrants. Then A and B discuss at greater length the plans China initiated to halt deforestation.Situation 5:The earthquake in May 2008 that rocked central China killed roughly 70,000 people. It also jolted the lives of the 63 captive pandas housed at the Wolong Nature Reserve, nestled in the mountains less than 20 miles from the quake’s epicenter.A, a worker at the Wolong Nature Reserve, talks about one Wolong panda, a nine-year-old female and mother of five named Mao Mao, which was killed when a torrent of boulders and debris crushed her concrete enclosure. A goes on to talk about the difficulties the rescue team encountered when they tried to evacuate the surviving pandas to other research facilities.B, a panda specialist at Peking University, maintains that assessing the post-quake condition of China’s 1600 pandas remains a work in progress.Unit4 Is work just another four-letter word?Situation 6:A has worked in Apple for five years. She is diligent and efficient, manifesting an excellent ability to prioritize and to work under pressure. She is getting along well with her colleagues, demonstrating a good spirit of teamwork. Her topflight work has earned her the trust of her boss B, Steve Jobs, the CEO of Apple. Steve promises to give her a rise in pay and promote her to be a general manager. She is, however, expected to work in a distant African country, where she is to launch a branch office.B goes on to brief A about the primary duties of this position, such as organizingmeetings internal and external, direct and extensive interface with clients, liaison with outside supplier partners, etc. A accepts the offer.Unit5 Distant pastures are always greenerSituation 7:Before Pamela finished her internship at the company, her boss, Mr. Atkin, offered her a permanent job. Pamela has been admitted to a Master’s degree program and intends to leave. Atkin tries to keep her by promising a promotion and a raise, but in vain. Pamela believes that further education will sharpen her competitive edge and promises to help find a replacement.Situation 8:Martin, the PR manager of a company, is interviewing a candidate, Alice, who wants to switch from her original company to this one.Based on Alice’s answers, Martin will decide to accept her, reject her, or put her on three months’ probation.Unit 6 The truth can be stranger than fictionSituation 9:Simon asks Eliza why people say “keep your fingers crossed”when they wish others good luck. Eliza tells him that the practice probably has its roots in the ancient Christian belief that “making the sign of the cross” would keep away evil spirits and bad luck. Children often cross their fingers when they tell a small lie in order to avoid bad luck or punishment.Then they go on to discuss how much luck matters for successes.Situation 10:In nearly every brain is found some cloud of superstition.A man catches a glimpse of the new moon over his left shoulder, and he says: "This is bad luck."A girl counts the leaves of a flower, and she says: "One, he comes; two, he tarries; three, he courts; four, he marries; five, he goes away."Thousands of persons believe in lucky and unlucky days, numbers, signs and jewels.Have a conversation with your partner about some superstitions (both Western superstitions and Chinese superstitions) and discuss why superstition is good or bad. Unit 7: What shall we do when there’s nothing to do?Situation 11:Thelma and Louise are planning to go abroad on a holiday trip. Thelma suggests going to some Asian countries such as Korea and Japan, while Louise proposes flying to Europe, where they can experience different cultures, customs, and architecture. They discuss such aspects as destinations, attractions, tours, accommodation, and travel budget.They agree on a long journey in Western Europe instead of a whirlwind tour. Also, they decide to enjoy the flexibility of backpacking and traveling with YHA (youth hostel accommodation).Situation 12:Thelma and Louise are planning their weekend activities. Thelma suggests swimming, beach volleyball, and whitewater rafting. She says those exercises will make them feel better in mind and body. Louise complains. But Thelma insists that this is the way to get the most out of life. This is how nature intended them to live. But Louise wouldn’t budge an inch. She prefers sitting around fishing or stretching out on the beach while the sun slowly sets. Thelma calls Louise a lazy lump, and Louise calls Thelma a fitness freak. Eventually they managed to cut a deal, that is, fishing for this weekend and whitewater rafting for the next weekend.。
译林版三起点英语六上_Unit 4 Checkout time第4课时教学设计
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工具
ppt
教学
方法
情景复习法,任务教学法,游戏教学法
教学过程
教学任务
教学活动
设计意图
Part 1:
Warm-up.复习。通过以旧带新,鼓励学生大胆表达,激发学生的兴趣,营造英语学习的氛围。并通过对复述story time日记内容,讨论检查上一课时的作业情况,继续鼓励、激发学生的英文阅读兴趣。
Step 1:Warm-up
2.Think and write
This was me ______ year(s) ago.
Iwas ________________.
Icould _____________________
___________________________.
Icould not ___________________
Step2:Sound time
1.Look and say
看一看,说一说,学习单词
2.Let's learn
听录音,读Sound time部分
3.Watch and answer
认真听读这些单词,你发现它们共同的读音了吗?
4.Let's know
The sound of“er”
5.Let's read
教学
重难点
重点:
1.能熟练运用本课所学词汇的过去式和日常用语进行交际。
2.比较一般现在时和过去式。
难点:
1.一般现在时和过去式时态的区分,以及在练习和语篇中的正确使用。
学情
分析
本课的授课对象是六年级的学生,前几个课时也涉及到了不规则动词的过去式,因此本课的教学主要让学生在语言情境中展开语音、检测与评价学习,并围绕本单元语言知识重点,重点掌握动词过去式的应用。
围棋教案英语模板范文初中
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Subject: Fine Arts - Chinese Chess (Go)Grade Level: 7th GradeDuration: 2 Class PeriodsObjective:- To introduce students to the basic rules and strategies of Go.- To develop critical thinking and problem-solving skills through gameplay.- To foster a sense of patience, concentration, and sportsmanship.Materials:- Go boards and stones- Student handouts with basic rules and strategies- Markers or pencils for diagramming games- Timer for time control practice- Optional: computer with Go software for demonstrationLesson Outline:Class Period 1: Introduction to Go1. Warm-up (10 minutes)- Begin with a short discussion about other strategic board games (e.g., chess, shogi, xiangqi).- Ask students to share what they know about these games and how they require strategy and planning.2. Introduction to Go (15 minutes)- Explain the origin and history of Go.- Introduce the basic rules of the game, including the setup of the board, the purpose of stones, and the concept of territory.- Demonstrate a simple game on the board, explaining the rules as you go.3. Basic Rules Handout (10 minutes)- Distribute handouts with the basic rules of Go.- Allow students to ask questions and clarify any confusion.4. Practice Sessions (15 minutes)- Pair students up and have them practice playing simple games with the basic rules.- Circulate around the classroom to offer guidance and answer questions.Class Period 2: Strategies and Gameplay1. Review of Basic Rules (10 minutes)- Review the basic rules with the class, ensuring everyone understands the setup and gameplay.2. Introduction to Strategies (15 minutes)- Introduce key strategies in Go, such as capturing stones, territory control, and forming life and death situations.- Use diagrams and examples to illustrate these strategies.3. Handout on Strategies (10 minutes)- Distribute a handout with some common strategies and ask students to practice identifying them in games.4. Group Gameplay (20 minutes)- Organize students into small groups for more in-depth gameplay.- Each group will play a series of games, focusing on applying the strategies they have learned.- Use a timer to simulate time control, teaching students to managetheir time effectively during a game.5. Reflection and Discussion (10 minutes)- Bring the class together to discuss the games they played.- Encourage students to share their experiences, challenges, and strategies used.- Discuss the importance of patience, concentration, and sportsmanship in Go.6. Homework Assignment (5 minutes)- Assign a homework task to research the history of Go or to practice playing a few games at home with a family member or friend.Assessment:- Observe student participation and engagement during the practice sessions.- Check the homework assignments for understanding of the basic rules and strategies.- Conduct a short quiz or game review at the end of the lesson to assess knowledge retention.Conclusion:- End the lesson with a brief summary of what was learned.- Encourage students to continue exploring the game of Go and to enjoy the process of learning and playing.Note: This template can be adapted to fit different class sizes, time constraints, and student abilities. Additional resources and activities can be included to enhance the learning experience.。
New Employee 6S Presentation (CH) - student handout精益培训-6S
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目标和目的 Goals and objectives:
2. 整理 – 所有物品各归各位
Set in Order – A place for everything and everything in its place
3. 清洁 – 恢复如新;去除污染源 恢复如新;
Shine – Restore as new; eliminate the sources of contamination
用线/颜色/标签显示区域;use lines/colors/labels to show locations
取用或放回需要多长时间? 取用或放回需要多长时间?
How long does it take to get them or put them back?
设定高度和尺寸限制– 设定高度和尺寸限制 用线和标签
“The Machine that Changed the World”
2
精益生产的建造
持续改善
看板/拉动式系统 看板 拉动式系统 Pull/Kanban
质量源管理 Quality at source 标准化作业 Standard Work 6S U型/柔性布局 型 柔性布局 Cellular Flow 物料控制 POUS TPM
6S 系统
工作场所的组织和标准化
Workplace Organization and Standardization
初中英语教师招聘说课稿
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How much are these pants?Hello! My name is RaoShengliang. I ’mfromDengfangMiddle School. TodayI’mvery pleasedtohaveanopportunity totalk aboutsomeof my teachingideas.Thetopic of this unitis “How mucharethesepants? ” students learntoask about prices, talk about clothing, and thank someone.First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It ’s very important.Teachingaims:1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes.2. Ability aims: training the ability of talking about the clothes and the prices. Todevelopstudents ’ ability of communication with other people in English.3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion.4. Strategy aims: pre-reading, listening, writing and speaking5. Culture aims: The difference between dollars and RMB.Teachingimportant points:New language:How much are these socks? They are two dollars.How much is the blue T-shirt? It is ten dollars.Items of clothing, colors (black, white, green, red, blue ) numbers10-31.Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director ;Combine the language structures with the language functions; students will receive some moral education while they are learning the English language.Teachingmethods:Double activities teaching methodFree discussion methodPair work or individual work method(Learning by using, learning for using.)Task-BasedLanguageteachingTeachingtools:1. a projector2. a tape recorder3. the blackboard4. some clothesThird , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done. ” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learntgradually butnotimmediately, we will dosomerevision to strengthen students ’ memory. As a memory activator, I ’ll try to f ind out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I ’ll provide an English song.Step1 WarmingupListen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.)Step2 Presentationa. After listeningtothe song, Show differentcolors, things. Letstudents guess.What’s this? It ’s a backpack. Whatcolor is it? It’s red.(After warming, the studentsare excited , at the same time, they have learned the names of fruits, and they also know colors, sowe canshow pictures ,andstudents canguess, everyone shouldbeactive.)b. T: I like fruits andI like shopping, soI have many nice clothes. Usingthe CAI,teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short.e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)Step3Memory gamesWiththehelpof CAI , students will guess what ’s this ? Whatcolor is it? Revise the items of the clothes.(in this step, in order to train the ability of students ’memory)Step4 PresentationShow a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuanTalk aboutstudents ’ownprices of theclothes.(inthis step, students may knowthe relation of the dollars and RMB)Step5 PresentationUsing the language structure , students will take an active part in the game, and master the important sentences :How much are these socks/shorts/pants/shoes?They’re ten dollars.Step6 Listen to the conversation, fill in the price tags.This activity provides practice in listening for prices.Tell the students that all the items in each group are the same price. They are goingtolistentothesix conversations andwritedowntheprices onthepricetags.This step will train the ability of the students ’ listeningStep7 Task :Make a surveyWe divide the class into many groups .Each group write down their friends ’information .Then report.This activity can improve the ability of communication.NameclothescolorpriceStep8 HomeworkIn order to extend students ’ability of using English, it ’s necessary to give students good and proper homework.1. copy new words2.Make a list for own clothes, then write down in your exercises book. Introduce your clothes.3.searching informationGive students some websites. Students will findsome more informationaboutclothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the exercises as their homework, because the students are different.)At last , let’s have a look at the blackboard design.Thefollowingis theblackboarddesignof this lesson, we’ll havea look atiton the blackboard.。
Reduce,Reuse,Recycle
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Project Learning Tree Standards-Based FCAT-Style ActivitiesTeacher PageStudents practice FCAT skills while learningabout reducing solid waste in their community. GRADE LEVEL: 6th - 8th gradesACADEMIC OUTCOMES/LESSON OBJECTIVES:•Students will read a selection introducing them to the concepts of reducing, reusing, and recycling solid waste materials.•Students will respond to FCAT-Style questions and prompts in Reading, Writing, Math, and Science.SUNSHINE STATE STANDARDS ASSESSED:•(LA.6.4.2.1, LA.7.4.2.1, LA.8.4.2.1) writes in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-tomanuals, assembly instructions).•(LA.6.2.2.2) uses information from the text to answer questions related to the main idea or relevant details, maintaining chronological or logical order. (LA.7.2.2.2) uses information from the text to state the main idea and/or provide relevant details.(LA.8.2.2.2) synthesizes and uses information from the text to state the main idea or provide relevant details.•(MA.B.2.3.2) solves problems involving units of measure and converts answers to a larger or smaller unit within either the metric or customary system.•(SC.D.2.3.2) knows the positive and negative consequences of human action on the Earth’s systems.RESOURCES:Florida Project Learning Tree Web site - /plt/Florida Department of Education Web site - /doe/AUTHORS: Lisa B. LocklinKelley Weitzel, Education ConsultantANSWER KEY:1. LA.6.4.2.1; LA.7.4.2.1; LA.8.4.2.1 Use the 6-Point Writing Rubric.2. d) MA.B.2.3.23. b) SC.D.2.3.24. Use the rubric for Extended Response Reading Questions – 4 pointsLA.7.2.2.2; LA.8.2.2.2LA.6.2.2.2,Example of a Top-Score ResponseAccording to the article, people can reduce, reuse, and recycle to get rid of trash in an environmentally friendly manner. They can reduce the amount of trash they need to throw away by using both sides of paper, buying only the amount of food they can use before it spoils, and choosing reusable products. They can also reuse items again and again by finding another use for them. Recycled plastic bottles, paper, and aluminum cans can be used again for something else.RecycleStudent HandoutStudents practice FCAT skills while learning about reducing solid waste in their community. WRITING 1. During a typical school day, students and teachers throw away large amounts of trash.Think about the types of trash produced in your classrooms each day. Write to explain how teachers and students could reduce the amount of trash thrown away each day in the classroom.NOTE: Write your response to question 1 on another sheet.MATH2. Use the graph titled, “2003 Total Waste Generation – 236 Million Tons (before recycling),” to answer the following question. What was the total weight of wastepaper (in pounds) produced in 2003? Note: 1 ton is equal to 2000 pounds.a. 83,072,000 poundsb 16,614,400,000 pounds c. 144,166,000,000 poundsd. 166,144,000,000 poundsRecycleStudent HandoutStudents practice FCAT skills while learningabout reducing solid waste in their community.SCIENCE3. As the world’s human population increases, people will need even more resources tocreate the foods and tools they need everyday. Which of the following would best help us meet the world’s future resource needs?a. create treaties so we can import our food from other countriesb. ask industries to reduce the packaging they put around the things we buyc. vote to increase the work day to 8 ½ hours so people can produce more goodsd. increase our use of inexpensive, disposable items like paper plates~continued on next page~RecycleStudent HandoutStudents practice FCAT skills while learning about reducing solid waste in their community.READINGThis article was adapted from Background information provided in the Project Learning Tree activity, “Reduce, Reuse, Recycle.”The Three R’sWhat is trash? Trash - also called solid waste, rubbish, refuse, and garbage - is the solid materials that we no longer want or need. It can include an old newspaper, a broken toy, a shirt we have outgrown, a banana peel, or a million other things we want to dispose of. In 2003, Americans produced 236 million tons of trash from homes,businesses, and schools. On average, each American generates 1,600 pounds of trash a year, or 4.5 pounds a day. Most of that trash is paper, yard trimmings, and food scraps. There are several ways to get rid of this trash.Reduce: The best way to “manage” trash is to not generate it in the first place. People can reduce by doing things like printing on both sides of paper instead of just one,buying only the amount of food that can be eaten before it spoils, and choosing reusable containers and products instead of items designed to be thrown away after only one use. Reuse: Reusing items again and again - or finding a new use for them once they’ve worn out - helps to reduce the amount of trash we make. Repairing a broken toy, reusing a lunch bag, or donating “hand-me-down” clothes are some simple ways to reuse.Recycle: Recycling means gathering up materials like paper, plastic bottles, and aluminum cans so they can be made into something new. By recycling these old items instead of making new ones, we use fewer natural resources and less energy. As abonus, there’s less trash piling up in our landfills too! But remember, just putting things in the recycling bin isn’t enough. We also need to buy the products made from these recycled materials. That’s called “closing the loop.”The next time you have some trash, try to think of a way to reduce, reuse, or recycle. You’ll be keeping our planet beautiful and healthy each time you do!RecycleStudent HandoutStudents practice FCAT skills while learning about reducing solid waste in their community. 4. Based on your reading of the article titled, “The Three R’s,” describe three ways thatpeople can deal with trash in an environmentally friendly manner. Use details and information from the article to support your answer.____________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ________________________________________________________________________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________。
英语实践教学优质课教案(3篇)
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第1篇Subject: English Language ArtsGrade Level: 9th GradeDuration: 90 minutesObjective:The main objective of this lesson is to enhance students' reading, comprehension, and analytical skills through the study of a short story. Students will learn to analyze characters, themes, and literary devices, and they will also practice speaking and writing skills in an English language context.Materials:- Projector and computer for displaying the text and images- Copies of the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman- Whiteboard and markers- Handouts with vocabulary and discussion questions- Writing materials (pens, pencils, paper)- Access to online resources for additional background informationPreparation:1. Choose a short story that is appropriate for the age and readinglevel of the students. For this lesson, "The Yellow Wallpaper" by Charlotte Perkins Gilman is a suitable choice due to its interesting themes and accessible language.2. Create handouts with vocabulary words and discussion questions.3. Prepare a PowerPoint presentation or other visual aids to accompany the text.4. Research the author and the historical context of the story to provide background information for the students.Lesson Procedure:I. Introduction (10 minutes)1. Begin the class with a brief introduction to Charlotte Perkins Gilman and her work. Discuss the historical context of "The Yellow Wallpaper" and its significance.2. Project the title of the story and ask students to predict what they think the story might be about based on the title.II. Reading the Text (15 minutes)1. Divide the class into small groups and assign each group a section of the story to read aloud.2. As the groups read, encourage them to take notes on characters, themes, and any literary devices they notice.3. After each group has read their assigned section, have a brief discussion with the whole class to summarize the events and highlight key points.III. Analysis and Discussion (20 minutes)1. Introduce the concept of literary analysis by discussing what makes a character dynamic or a theme significant.2. Using the handouts, guide the students through analyzing the characters of the story, focusing on the narrator and her husband.3. Discuss the themes of the story, such as the treatment of women, mental illness, and the oppressive nature of societal norms.4. Introduce and explain various literary devices used in the story, such as symbolism, foreshadowing, and point of view.5. Facilitate a class discussion on these themes and devices, encouraging students to share their thoughts and interpretations.IV. Vocabulary and Comprehension (10 minutes)1. Review the vocabulary words provided in the handout and ask students to define them using the context of the story.2. Conduct a short comprehension quiz to ensure students understand the main points of the story.V. Creative Writing (15 minutes)1. Divide the class into pairs and assign each pair a character from the story.2. Instruct students to write a diary entry from the perspective oftheir assigned character, reflecting on the events of the story andtheir emotions.3. Allow students to share their entries with the class.VI. Conclusion (10 minutes)1. Summarize the key points of the lesson and discuss what students have learned about analyzing literature.2. Encourage students to think about how the themes of the story relate to modern society.3. Assign a reflective writing task for homework, asking students to write an essay on the impact of "The Yellow Wallpaper" on their understanding of literature and society.Assessment:- Participation in class discussions and group activities- Completion of the vocabulary and comprehension quiz- Quality of the creative writing assignment- Completion of the reflective essayExtensions:- Organize a debate on the treatment of women in the story and its relevance today.- Invite a guest speaker to discuss the history of mental health treatment and its evolution.- Create a poster or presentation that visually represents the themes of the story.Note:This教案 is designed to be adaptable to different learning styles and abilities. Teachers may need to adjust the timing and content based on the specific needs of their students.第2篇Subject: English Language ArtsGrade Level: Grade 8Course Duration: 2 hoursObjective:1. To enhance students' practical English communication skills.2. To develop students' ability to express opinions and ideas fluentlyin English.3. To foster a positive and interactive learning environment that encourages student participation and collaboration.Teaching Aids:- Projector and screen for presentations- Whiteboard and markers- Handouts with discussion prompts and activities- English language dictionaries- Video clips related to the topic- HeadphonesLesson Overview:This lesson focuses on a practical English activity that involves group discussion, role-playing, and a creative project. The topic for the lesson is "The Impact of Technology on Our Lives."I. Introduction (10 minutes)1. Warm-up Activity:- Start the class with a quick vocabulary review related to technology.- Ask students to share examples of technology they use daily.2. Introduction to the Topic:- Briefly introduce the topic of the lesson: "The Impact of Technology on Our Lives."- Explain the importance of discussing this topic and how it relates to their daily lives.II. Group Discussion (20 minutes)1. Divide the class into small groups (3-4 students per group).2. Distribute handouts with discussion prompts:- How has technology changed the way we communicate?- What are the advantages and disadvantages of using technology?- How does technology affect our social lives?- How can we use technology responsibly?3. Monitor the discussions and provide guidance as needed.4. Encourage students to express their opinions and back them up with examples or evidence.III. Role-Playing (20 minutes)1. Divide students into pairs or small groups.2. Assign each group a scenario related to the impact of technology,such as:- A family meeting to discuss whether to purchase a new smartphone.- A school debate on the use of social media in the classroom.- A community meeting to discuss the effects of internet addiction.3. Provide students with guidelines on how to conduct the role-play, including speaking clearly, listening actively, and respecting different viewpoints.4. Monitor the role-plays and provide feedback on pronunciation, fluency, and content.IV. Creative Project (30 minutes)1. Instruct students to work in pairs or small groups to create a presentation on the impact of technology on their lives.2. The presentation can be in the form of a poster, a video, a skit, ora speech.3. Provide students with guidelines on what to include in their presentation:- Introduction to the topic- Key points related to the impact of technology- Personal experiences or examples- Conclusions and recommendations4. Allow students to work on their presentations while providing guidance and support as needed.V. Presentation and Reflection (20 minutes)1. Select a few groups to present their projects to the class.2. Encourage the rest of the class to ask questions and provide feedback after each presentation.3. Conduct a brief reflection activity:- Ask students to write down one positive and one negative impact of technology on their lives.- Discuss the responses as a class and encourage students to think critically about the role of technology in their lives.VI. Conclusion (10 minutes)1. Summarize the key points discussed during the lesson.2. Encourage students to continue exploring the topic of technology in their daily lives and to think about how they can use technology responsibly.3. Assign a homework task related to the topic, such as writing a short essay on "How Technology Has Changed My Life."Assessment:- Participation in group discussions and role-plays- Quality of the creative project- Completion of the homework taskAdditional Notes:- Ensure that the classroom environment is conducive to learning, with comfortable seating and a clear layout.- Use a variety of teaching methods to engage students, such as interactive activities, real-life examples, and multimedia resources.- Be prepared to adapt the lesson plan based on the students' needs and responses.- Provide opportunities for students to practice and reinforce their English language skills throughout the lesson.第3篇Subject: English Language TeachingGrade Level: Grade 8Duration: 2 HoursClass Objective:To develop students' practical communication skills in English, particularly in the context of daily interactions. Students will be able to engage in a simulated dialogue, use appropriate vocabulary and grammar structures, and express their opinions confidently.Teaching Methods:- Interactive group discussions- Role-playing- Collaborative learning- Task-based learningMaterials:- Whiteboard and markers- Projector and computer (for displaying visual aids)- Handouts with role-play scenarios and vocabulary lists- Timetable for group activitiesLesson Overview:Part 1: Introduction (10 minutes)- Greet the students and review the previous lesson’s key points.- Introduce the theme of the class: "Daily Interactions."- Explain the objectives and structure of the lesson.Part 2: Warm-up Activity (10 minutes)- Conduct a quick vocabulary quiz related to daily interactions (e.g., "Hello," "How are you?", "What’s your name?", "Where are you from?").- Students will pair up and practice the vocabulary in a realistic conversation.Part 3: Role-Playing Scenarios (30 minutes)- Divide the class into small groups.- Distribute handouts with different role-playing scenarios, such as greeting someone at a store, asking for directions, or making a restaurant reservation.- Each group will have a few minutes to prepare their role-play.- Have each group perform their role-play in front of the class, and encourage the rest of the students to provide feedback.Part 4: Vocabulary and Grammar Focus (20 minutes)- Introduce key vocabulary related to daily interactions (e.g., "Excuse me," "May I have…", "Could you please…").- Review grammar structures that are relevant to the scenarios (e.g., present simple tense, polite requests).- Provide examples and have students practice using the vocabulary and grammar in sentences.Part 5: Collaborative Learning Activity (30 minutes)- Divide the class into pairs.- Each pair will be given a scenario that requires them to work together to solve a problem or complete a task.- The scenarios can be related to shopping, travel, or social situations.- Students will have to use the vocabulary and grammar they have learned to communicate effectively.Part 6: Reflection and Feedback (10 minutes)- Have each pair share their experience with the class.- Discuss what they found challenging and what they enjoyed about the activity.- Provide constructive feedback on the students' communication skills.Part 7: Homework Assignment (5 minutes)- Assign a short writing task where students have to write a dialogue using the vocabulary and grammar structures they have learned.- Encourage students to create their own scenarios and characters.Evaluation:- Observation of student participation and engagement throughout the lesson.- Assessment of the quality of the role-plays and the effectiveness of the vocabulary and grammar use.- Feedback from the homework assignment.Teaching Notes:- Ensure that the class is conducted in an inclusive and supportive environment where all students feel comfortable participating.- Provide clear instructions and models for the role-playing scenarios.- Encourage students to take risks and not be afraid to make mistakes.- Use positive reinforcement to acknowledge students' efforts and progress.Conclusion:This lesson aims to provide students with practical opportunities to use English in real-life situations. By engaging in role-plays, vocabulary exercises, and collaborative tasks, students will develop their communication skills and confidence in using English.。
Handout (U1BIII)
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Guidelines for StudentsUnit 1 Book 3Part I In-class ReadingThe words and expressions students are supposed to master:1. acquaintanceHe has a wide circle of acquaintances.He has some acquaintance with German, but does not speak it fluently.Have a nodding acquaintance with (a subject)对(某学科)略知一二Make the acquaintance of sb: get to know sbacquaint v.Acquaint oneself with: make familiar with; reveal toBe acquainted with sbI’m not acquainted with the professor.2. adverselyin a harmful wayadverse adj:unfavorable; contrary or hostile (to):adverse weather conditionsadverse winds 逆风adversity n.TroubleA brave man smiles in the face of adversityA friend is known in adversity.Misfortune affliction(不幸, 苦难, 灾难)3. assuranceConfidence in oneselfA businessman, to be successful, should act with perfect assurance.PromiseHe gave me a definite assurance that the repairs would be finished by Friday. Give sb an assurance that = assure sb thatWith assurance = with confidence4. contrastI like the contrast of the white trousers with the black jacket.There's a marked contrast between his character and hers.Their economy has expanded enormously, while ours, by/in contrast, has declined.The amount spent on defense is in sharp contrast to that spent on housing and health.contrast verbIf you contrast some of her early writing with her later work, you can see just how much she improved.The styles of the two film makers contrast quite dramatically.contrasting adjectivecontrasting colors / flavorsthe contrasting attitudes of different age-groups5. Dwellthink or talk at length about sth, especially sth unpleasantIn his speech, he dwelt on the plight of the sick and the hungry.(liter) dwell in/at: residedwelling n: place of residencetown-dwellersCave-dwellers6. eliminateremove or get rid of something or somebody 消除,排除A move towards healthy eating could help eliminate heart disease.We eliminated the possibility that it could have been an accident.The police eliminated him from their enquiries.7. Esteemn. a feeling of respect and admirationThere has been a drop in public esteem for teachers.We all hold him in great esteem.Because of their achievements they were held in (= given) (high) esteem.v. Have a high opinion of; respect greatlyNo one can esteem your father more than I do.Her work is highly esteemed by all her colleagues.(formal) consider; regardI esteem it a privilege to address this audience.self-esteemI) Losing the job was a real blow to his self-esteem.II) The program is designed to help children from broken families build their self-esteem.8. Inadequacyinadequatenot good enough or too low in quality:This work is extremely inadequate - you'll have to do it again.Maddie's a real expert on art, so I feel completely inadequate whenever I talk to her about it.too small in amount:She rejected the $2 million offer as totally inadequate.inadequately adverbOur scientific research is inadequately funded.inadequacy noun [C or U]Economic growth is hindered by the inadequacies of the public transport system.I always suffer from feelings of inadequacy when I'm with him.9. inferior Not as good as, or worse than someone or sth elseThese products are inferior to those we bought last year.She cited cases in which women had received inferior health care.It was clear the group were regarded asintellectually/morally/socially inferior.Cf. superiorspontaneouslyspontaneous adjectivehappening or done in a natural, often sudden way, without any planning or without being forced: His jokes seemed spontaneous, but were in fact carefully prepared beforehand.spontaneously adverbThe liquid spontaneously ignited.In the past ten years skyscrapers have developed ______ in Chicago and New Y orkCity.(A)homogeneously (C)spontaneously(B)simultaneously (D)harmoniouslydwell on think or talk for too long about something, especially something unpleasant 谈或想得很多e.g.I) Let’s not dwell on your past mistakes.II) There is no need to dwell on Sarah further.live up to do as well as is expected or promised 符合,不辜负(期望)e.g. I) The concert was brilliant—it lived up to all our expectations.II) She fails to live up to the ideal standards she has set for herself.set aside keep something, especially money or time, for a special purpose and only use it for that purpose (为某目的)节省或保留(钱或时间)e.g. I) I will set a piece of cake aside for you.II) Try to set aside at least an hour each day for learning new vocabulary.Difficult sentences or useful expressions from the text:1 Shyness is the cause of much unhappiness for a great many people. All kinds of people describe themselves as shy: short, tall, dull, intelligent, young, old, slim, overweight. Shy people are anxious and self-conscious; that is, they are excessively concerned with their own appearance and actions. Worrisome thoughts are constantly swirling in their minds: What kind of impression am I making? Do they like me? Do I sound stupid? I’m ugly. I’m wearing unattractive clothes.2 It is obvious that such uncomfortable feelings must affect people adversely. A person’s self-concept is reflected in the way he or she behaves, and the way a personbehaves affects other people’s reactions. In general, the way people think about themselves has a profound effect on all areas of their lives. For instance, people who have a positive sense of self-worth or high self-esteem usually act with confidence. Because they have self-assurance, they do not need constant praise and encouragement from others to feel good about themselves. Self-confident people participate in life enthusiastically and spontaneously. They are not affected by what others think they “should” do. People with high self-esteem are not hurt by criticism; they do not regard criticism as a personal attack. Instead, they view a criticism as a suggestion for improvement.3 In contrast, shy people, having low self-esteem, are likely to be passive and easily influenced by others. They need reassurance that they are doing “the right thing.” Shy people are very sensitive to criticism; they feel it confirms their inferiority. They also find it difficult to be pleased by compliments because they believe they are unworthy of praise. A shy person may respond to a compliment with a statement like this one: “You’re just saying that to make me feel good. I know it’s not true.” It is clear that, while self-awareness is a healthy quality, overdoing it is detrimental, or harmful.4 Can shyness be completely eliminated, or at least reduced? Fortunately, people can overcome shyness with determined and patient effort in building self-confidence. Since shyness goes hand in hand with lack of self-esteem, it is important for people to accept their weaknesses as well as their strengths. For example, most people would like to be “A” students in every subject. It is not fair for them to label themselves as inferior because they have difficulty in some areas. Peo ple’s expectations of themselves must be realistic. Dwelling on the impossible leads to a sense of inadequacy, and even feelings of envy, or jealousy. We are self-destructive when we envy a student who gets better grades.5 If you are shy, here are some specific helpful steps toward building self-confidence and overcoming shyness:6 1. Recognize your personal strengths and weaknesses. Everyone has both. As self-acceptance grows, shyness naturally diminishes.7 2. Set reasonable goals. For example, you may be timid about being with a group of strangers at a party. Don’t feel that you must converse with everyone. Concentrate on talking to only one or two people. You will feel more comfortable.8 3. Guilt and shame are destructive feelings. Don’t waste time and energy on them. Suppose you have hurt someone’s feelings. Feeling ashamed accomplishes nothing. Instead, accept the fact that you have made a mistake, and make up your mind to be more sensitive in the future.9 4. There are numerous approaches to all issues. Few opinions are completely right or wrong. Don’t be afraid to speak up and give your point of view.10 5. Do not make negative comments about yourself. This is a form of self-rejection. Avoid describing yourself as stupid, ugly, a failure. Accent the positive.11 6. Accept criticism thoughtfully. Do not interpret it as a personal attack. If, for example, a friend complains about your cooking, accept it as a comment on your cooking, not yourself. Be assured that you are still good friends, but perhaps yourcooking could improve.12 7. Remember that everyone experiences some failures and disappointments. Profit from them as learning experiences. Very often a disappointment becomes a turning point for a wonderful experience to come along. For instance, you may be rejected by the college of your choice. However, at the college you actually attend, you may find a quality of education beyond what you had expected.13 8. Do not associate with people who make you feel inadequate. Try to change their attitude or yours, or remove yourself from that relationship. People who hurt you do not have your best interests at heart.14 9. Set aside time to relax, enjoy hobbies, and reevaluate your goals regularly. Time spent this way helps you learn more about yourself.15 10. Practice being in social situations. Don’t isolate yourself from people. Try making one acquaintance at a time; eventually you will circulate in large groups with skill and self-assurance.16 Each one of us is a unique, valuable individual. We are interesting in our ownpersonal ways. The better we understand ourselves, the easier it becomes to live up to our full potential. Let’s not allow shyness to block our chances for a rich and fulfilling life.Students’ Tasks:Practice as much as possible the in-class reading (including new words and phrases, text, grammar items etc.) so that you will be fully prepared to do the following in the class:1.dictation ( words , phrases or sentences from the text)2.Finish Quiz from nceonline. It is due Mar. 15.3.read aloud and learn them by heart:1 Shyness is the cause of much unhappiness for a great many people. All kinds of people describe themselves as shy: short, tall, dull, intelligent, young, old, slim, overweight. Shy people are anxious and self-conscious; that is, they are excessively concerned with their own appearance and actions. Worrisome thoughts are constantly swirling in their minds: What kind of impression am I making? Do they like me? Do I sound stupid? I’m ugly. I’m wearing una ttractive clothes.2 It is obvious that such uncomfortable feelings must affect people adversely. A person’s self-concept is reflected in the way he or she behaves, and the way a person behaves affects other people’s reactions. In general, the way peopl e think about themselves has a profound effect on all areas of their lives. For instance, people who have a positive sense of self-worth or high self-esteem usually act with confidence. Because they have self-assurance, they do not need constant praise and encouragement from others to feel good about themselves. Self-confident people participate in life enthusiastically and spontaneously. They are not affected by what others think they “should” do. People with high self-esteem are not hurt by criticism; they do not regard criticism as a personal attack. Instead, they view a criticism as a suggestion for improvement.4.answer or discuss the questions concerning the topic of the text5.finish the exercises; (p.16 &17)Directions:Complete each of the following sentences by translating the Chinese in brackets intoEnglish.1) Her rough, red hands _________________ (反映了) a life of hard physical work.2) He has never been very _____________ (担心) about what other people think of him.3) His mother’s death when he was aged six had a ____________________ (深刻的影响) on him.4) She is _________ (看作) as a strong candidate for the job.5) Some people’s teeth are highly ______________ (敏感的) to cold.6) How did she _____________ (作出反应) to the news?7) The new process has ____________ (排除) the need for checking the products by hand.8) It’s taken me a while but at last I’ve managed to ___________ (克服我的恐惧) of publicspeaking.9) If you want to pass your exams, you’ll have to _______________ (注意力集中在) yourlistening skills.10) She was asked about a pay increase for the factory workers but ___________ (未做评论).TranslationDirections: Translate the following sentences into English, using the expressions in brackets.1. 你应该适当化一点时间休息和锻炼。
oea[雅思]雅思听力十大场景及高频词
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十大典型的听力场景生活类-----(1)住房和住宿场景(2)地理场景taking about hometown(3)旅游场景(4)日常场景:活动日程安排银行(5)新生报到场景,(6)图书馆场景学术类-----(7)选课场景,科目,学科,(8)课题研究场景(9)环保场景(10)授课场景租房篇特点:这个部分也是最容易丢分的,因为其琐碎性导致.1. 对话人物比较简单:对话双方为租房房客(tenant),房东(landlord/landlady),或者房屋代理中介(house agent)2. 对话内容信息比较集中:住宿类型、租金、房间设施、租房/住宿要求等等考点:1. 专业词汇的拼写,例如,房子类型,房间设施、家电、家具等2. 数字的准确认读和听写常用的词汇:住宿:housing accommodation房子类型:flat, apartment, dormitory(dorm), student hotel, youth hostel,basement Homestead 一居室studio房子家电或设施:balcony garden bedroom, kitchen, entrance hall --lobby –porch living room 带家具furnished 洗衣laundry toasterstove, fridge, microwave oven, washing machine, air-condition, electric fans, radiator, electric stoves,vacuum cleaner,water heater 卫星电视satellite tv床上用品:Pillow, pillow case, bed linen, sheet, mattress, blanket, towel房子位置:Road (rd.), street (st.) Lane avenue rural -urban area central租金和帐单:rent ,deposit,telephone bill, gas bill ,water/electricity bill pay on monthly basis weekly maximum minimum饮食要求:vegetarian snacks refreshment beverage no spicy no nuts入住时间time available星期mon tue wed thur fri sat sun月份jan证件passport id card bank statement student id visa语言水平elementary primary secondary intermediate advanced房东的要求pets children支付方式cash credit card check debit card各国钱币dollar pound penny yen euro Australian dollar Canadian dollar 电话考点double check 分节33 34 44 等double交通工具cab subway underground tube van coach mini-bus旅游场景它多以填空题和选择题的题型出现notes/table/summary/flow-chart/sentence completion这几种题型.涉及考点:目的地,交通工具,费用及支付方式,语言,景点的讲解,活动,注意事项,携带物品,旅行社,时间,住宿,同行者,某人去不了的原因.各个考点的相关词汇目的地cities, mountains, deserts沙漠,hilly areas丘陵地带,wetlands沼泽地,bush land灌木丛,tropical rain forests热带雨林,resorts胜地,beaches, coastal areas沿海地区, 乡村(village)、瀑布(water fall)river, lake,交通工具public transport公共交通,private transport私人交通,car, airplane, ferry渡船,underground/subway/tube/Metro地铁,river cruise巡游,费用及支付方式book the room(make a reservation)订房间, currency货币,Canadian dollars加元,Australian dollars, Pounds镑, Japanese Y en日元,credit card信用卡(V isa维萨卡, MasterCard万事达, American Express美国运通)语言French法语, Cantonese粤语, Mandarin普通话, Russian俄语, Italian意大利语, German德语, Portuguese葡萄牙, Japanese日语, Arabic阿拉伯语景点Hot spring温泉,fountain泉水,喷泉,beaches海滩,spotlight tour聚光灯旅行,four-wheel drive四驱车,crocodile cruise, waterfalls瀑布,castle城堡,museum 博物馆,art gallery 画廊英国和澳洲常见景点活动swimming, diving潜水,跳水,Scuba Diving器械潜水,surfing冲浪,water skiing滑水,hang gliding悬挂滑翔,water polo水球, skiing 滑雪,hiking 徒步旅行,bag-packer 肩背大包进行自助旅行的人,hitch-hike 搭便车旅行。
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Lesson 4 Student HandoutObjectives:∙Get to know Exposition genre, its purpose, stages and structures.∙Learn how to analyze and write an Exposition genre in accordance to the register (tenor, field, mode) of the text.∙Get to know and learn to useone of the most important features of EAP-- Nominalization/Use of nouns and noun groups.Read the following essay. Explain the stages of this exposition. Write it on the left side of each paragraph.1. Analyze the structure of argument essaysThe following texts will be used on class. Make sure you read them several times to understand every idea and be clear about the stages of text unfolding.1.1 Essay 1:Family responsibility: A dangerous policy1. Certain politicians often say they want "small government" and "individual responsibility" - in other words, they feel that people should be responsible for themselves and not rely on the government to solve their problems. Applying this idea to family policies can have significant negative consequences. It will lead to a variety of social problems, not only for the elderly themselves, but also for their families who would have to look after them.2. The elderly themselves have a lot to lose through small-government policies. If no support services are provided, they may have to move in with their adult children. Not only will this make them feel uncomfortable about being a burden to their families, but they may also have to move away from their homes, friends and communities. In many cases, adult children have had to move to another area for work reasons, thus the grandparents may have to move a considerable distance. Relationships that may have developed over a lifetime would then be lost. Such circumstances can lead to serious problems such as depression, as well as a loss of a sense of independence.3. Families with children would also be disadvantages by a reduction in government services for the elderly. Spending time to look after elderly family members will have an adverse effect on the family's free time, their lifestyle and possibly even their work. Further, families with children will face even greater difficulties if governments withdraw subsidized child care in the name of "small government". Firstly, without affordable child care, at least one parent would find it hard to go to work. In some cases, the grandparent may be able to help look after the children, but if the grandparent has moved in because he or she is finding it difficult to look after themselves, this may not be possible. Secondly, the resultant loss of income will lead to loss of opportunities for the whole family, including the children.4. In conclusion, government support is clearly essential to ensure that families have opportunities and maintain an appropriate standard of living. It would be an unfortunate situation if having young children or elderly relatives caused a financial burden. That situation is clearly best avoided. Thus, government subsidies for social services that benefit the young, elderly and others not able to look after themselves, should be preserved.1.2 Essay 2:Big government: Too much tax1. For the last hundred years or more, there has been a trend in many countries towards governments spending more money in ways designed not just to run the country, but to improve the lives of particular groups of people. These kinds of policies cause a number of problems that are detrimental to society as a whole. This essay will demonstrate some of these problems: it will show firstly that such "big government" policies cause an unfair tax burden on all people, not just those who benefit, and secondly that it removes incentives to work hard.2. It is important that the taxation system is fair and equitable. This means not only that people should all pay the same amount of tax, but also that they should benefit to the same extent from what the government's tax revenue is spent on. For some items of government expenditure, such as defense of the country, this isn't difficult: everyone benefits to the same extent. However, other areas are far more problematic. If child care is subsidized, for example, that means that people without children are paying for something that only benefits those who choose to have children. Similarly, subsidized services to assist the elderly would be paid for by people who don't use them. This is clearly unfair, and also means that tax becomes higher than it would be without the subsidies.3. It is very important for the economy that people have a strong incentive to work hard. If life is too easy and people can be comfortable without hard work, then the economy will suffer. For example, if people are able to send their children to child care at little or no cost, why would they work hard to earn extra money? It's true that child care can free up a parent's time so that they can work and thereby contribute to the economy, but for fairness, these services should be provided by private organizations. Similarly, if people know that the government will look after them in their old age, they would have no incentive to work hard during their lives to ensure that they have adequate savings and investments to last them through the later years of their lives.4. To sum up, a fair approach to providing incentives to work hard will benefit society. Government subsidies to particular groups of people are unfair to people who are not members of those groups, and will also damage the incentives to work hard, leading to problems with the country's economy. It is important, therefore, that governments avoid such subsidies wherever possible.1.3 How to write a good thesis statement?1) A good thesis states the writer’s clearly defined opinion on some subject2) A good thesis asserts one main idea3) A good thesis has something worthwhile to say4) A good essay is limited to fit the assignment5) A good thesis is clearly stated in specific terms6) A good thesis is easily recognized as the main ideaExercise: If you were asked to write a thesis statement expressing your position on the national law that designates twenty-one as the legal minimum age to purchase or consume alcohol, which of the following thesis statement(s) would you choose and why?1)Many people have different opinions on whether people under twenty-one should be permitted todrink alcohol, and I agree with some of them.2)The question of whether we need a national law governing the minimum age to drink alcohol is acontroversial issue in many states.3)I want to give my opinion on the national law that sets twenty-one as the legal age to drink alcoholand the reasons I feel this way.4)To reduce the number of highway fatalities, our country need to enforce the national law thatdesignates twenty-one as the legal minimum age to purchase and consume alcohol.5)The legal minimum age for purchasing alcohol should be eighteen rather than twenty-one.2. Nouns and nominalization in EAPRegister involves the particular situation of a social activity with its particular participants (where, with whom, about what, how). Register occurs in all discourse and must be appropriate. For example, if you write a letter to a company complaining about a service or product, you will use a different register from writing an essay about a political or environmental issue. And, if you write a letter home to family that is a different register than if you write an email to one of your university lecturers. Register occurs in both speaking and writing and depends upon:where you are, with whom you are speaking or writing and the power you have or don't have, and, the type of communication: writing- emails/letters/essays/ lists/books; speaking- conversation/presenting an oral presentation/speech making/making a request. In writing, a lot of nouns and noun groups are used, whereas in speaking a lot of verbs and verb groups are used.3. In-class PracticeExercise 1Compare the two articles (for example, how many verbs and nouns in each text, which is the longestExercise 2Can you change the nouns or noun groups into verbs or verbal groups without changing the meaning ofthe text?Advertising and Children: Good or Bad?There has been a dramatic increase in the number of overweight children in recent years, leading to many health problems that usually affect older people. To improve the health of children, it is important to find out the reasons for this increase. Many factors have been put forward, but it is becoming more and more clear that one of the most important is the increased consumption of junk food by children. For example, recent research has shown that it was junk food consumption, not a reduction in exercise, that has led to an increase in childhood obesity in at least one country. There are many arguments against this from the food companies, of course, but in this essay it will be shown that there is more and more evidence that a reduction in the exposure of children to junk food advertising will mean an improvement in their health later in life.。