SRMTunit2
广东省陆河外国语学校高一英语教案《module2Unit2》
1. Target language 目标语言a. 重点词汇和短语honest, medal, gymnasium, stadium, admit, take part in, replace, prize, a set of, interview, take part in, a set of, as well as, compete with, compete for, be admitted as, relate to, be related tob. 重点句式1.Only athletes who have reached the agreed standard for their event will beadmitted as competitors。
2. It is in the Summer Olympic that you have the running races，together withswimming，sailing and all the team sports.3. No other countries could join in, nor could slaves or women!4. Where are all the athletes housed?5. As a matter of fact, every country wants the opportunity.6. It’s a great honour responsibility and also a great honour to be chosen.7. There’s as much competition among countries to host the Olymp ics as to winOlympic medals.2. Ability goals 能力目标Enable the students to compare the ancient Olympics with the modern ones and try to answer the questions correctly.3. Learning ability goals 学能目标Learn how to generalize and compare the similarities and differences.Teaching important points 教学重难点To solve the questions in Comprehension, and let students find the similarities and differences quickly and correctly and answer the questions.Teaching methods 教学方法Listening methodSkimming methodTask-based methodTeaching aids教具准备A recorder and a computerTeaching procedures and ways教学过程与方式Step I Lead-inT: Good morning / afternoon, class!Ss: Good morning / afternoon, Mr. / Ms …Show the students the video of the opening ceremony of the 28th Olympic Games held in Athens on April 14th, 2004.T: Who can tell me what it is about?S: It’s the Olympic Games.T: You are quite right. Can you describe what you have seen?S: There are thousands of people on the grand- stands in the stadium. Some are waving small flags, some are cheering, some are whistling.Ss: Yes, many fans... much more noise...T: What is it over the stadium?Ss: A large Olympic flag with five colorful rings joined together in it.S: I see a large gymnasium.S: I can see a lot of audience and athletes.T: Very good. I am sure you are very interested in the Olympic Games and knows a lot about it.Step II Warming upT: Now turn to page 9. Please work in pairs and ask each other the following questions. You are given 6 minutes to do it.6 minutes later,T: Where did the ancient Olympic Games start?S: The ancient Olympic Games started in 776 BC in GreeceT: Yes! How many countries competed in the ancient Olympic Games?S: Only Greek cities used to compete against each other just for the honor of winning,and no other countries could join in.T: Good! Who could not take part in the ancient Olympic Games?S: Slaves and women could not take part in the ancient Olympic Games.T: Right! When and where did the modern Olympic Games start?S: 776BC; in Greece.T: Yes! Who was Chi na’s first gold medal winner and for what event?S: Xu Haifeng was China’s first gold medal winner for shooting.T: Good! What are the three words that show the spirit of the Olympic Games?S: Swifter, Higher and Stronger.T: Exactly! What do the five rings on the Olympic flag stand for?S: They stand for five continents, that is Asia, Africa, America, Europe and Oceania. T: You got it! What are the official mascots for the Beijing Olympic?S: The Mascots consists of five figures, officially named the Five Friendliness. They include Beibei the Fish, Jingjing the Panda, Huanhuan the Olympic Flame, Yingying the Tibetan Antelope, and Nini the Swallow. The first characters of their rhythmic two-syllable names form a sentence："Beijing Huan ying Ni," or "Welcome to Beijing in English”. The color of each mascot was chosen in line with the colors of the Olympic Rings.T: I am very glad you have known so much about the Olympic Games.Step III Pre-readingT: Today we will read an article: “AN INTERVIEW” from which you can learn more about the Olympic Games. Before reading, please answer the 3 questions on page 9.First let the Ss discuss the three questions, and then collect answers from the students.A few minutes later,T: The first one: Do you know any differences between the ancient and modern Olympic Games? List two of them? Volunteer?S: Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.S: In the past, winners got the olive wreath as the prize. Now competitors compete formedals.T: Good! For the second question, when and where will the next Olympic Games be held? Volunteer?S: The next Olympic Games will be held in Beijing in 2008.T: Yes! We all feel proud of it! Look at the title and the pictures and predict the content.S: Maybe an ancient writer is interviewing someone in modern times to know more about the information about the modern Olympic Games.T: Then read it quickly and see if you were right.S: Yes, I got it!T: Congratulations! That’s all for this part. Let’s come to Reading on Page 11.Step IV ReadingListen to the tape to get the general idea.T: First listen to the tape, paying attention to pronunciation and intonation, and try to get the general idea of the passage.While playing the tape, the teacher goes around the classroom.T: Have you got the main idea?S: Yes, it tells us the differences and the similarities of the ancient and modern Olympics.T: Very good. Now can you find the differences and the similarities of the ancient and modern Olympics? Read the passage carefully and find the answers. I will give you six minutes to finish it.Six minutes later.T: First let’s talk about the similarities between the ancient and modern Olympics. Any volunteers?S1: Both are held every four years.S2: Both are held not for money but for honor.S3: The beliefs are the same. They are: Swifter, Higher, and Stronger.S4: Men are allowed to take part both in ancient and modern Olympics.S5: Some events are the same, such as running, jumping, shooting and throwing.T: The five students have given us the similarities. Who can describe the differences? S6: There were not Winter Olympics in the past.S7: Now competitors are from all over the world. But in the ancient times, only the people in Greece could take part the Olympics Games.S8: Only men were allowed to take part in the past, now women are also allowed.S9: In the past, winners got the olive wreath as the prize. Now competitors compete for medals.S10: The events and athletes in modern time are more than those in the past.S11: There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for those who watch the games now. But there were not such places in the ancient times.T: Just now we have discussed the differences and the similarities of the ancient and modern Olympics. I think you have learned much about the Olympic Games. Can you describe the ancient and modern Olympic Games in your own words? You can refer to the questions in Warming up on page 9.Think about them and try to describe them.A few minutes later.T: Who would like to have a try to describe the ancient Olympics?S1: The ancient Olympic Games began in Greece and were held from 776 B.C. toA.D. 393. It was held every four years. At that time, there were not so many sportsas today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. Themotto was Swifter, Higher and Stronger.T: Good! Who would like to have a try to describe the modern Olympics?S2: The modern Olympic Games began in 1896. They’re held every four years. There are many new sports in the Olympics. In the Summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a veryimportant role. Now the competitors compete for medals. The motto is Swifter, Higher and Stronger.T: Very good. Now let’s come to Part 1 of Comprehending on Page 11. You can fillin the form by yourselves. Then look at the 3 questions in Part 2. Please read the passage again to answer to the questions.Ask some students to answer the questions and at the same time check the answers. T: What amazed Pausanias about the Olympic Games?S: All countries can take part in the Olympic Games.S: There are over 250 sports and women are allowed to join in now.S: There is much modern equipment.T: Yes! All these things amazed Pausanias about the Olympic Games. Why does he think Athens and Beijing should feel proud?S: It’s just as much a competition to host the Olympics as to win an Olympic medal. T: Good! Why does he think people may be competing for money in modern Olympic Games?S: Because the olive wreath has been replaced by medals, and the medals perhaps have something to do with money.T: Good! I am glad you have understood this article very well.Step V The analysis of the passageLanguage points:1. I lived in what you ca ll “Ancient Greece”.This sentence is an Objective Clause led by what. ‘what you call “Ancient Greece” ’ is served as the object of in. “What” is served as the object of call. It can’t be replaced with other words.e.g. I will do what I can to help you.2. every four years = every fourth year3. Women are not only allowed to join in but play a very important role, especially in...allow sb. to do sth.e.g. His mother doesn’t allow him to go out.allow doing sth.e.g. We won’t allow smoking here.join in It means taking part in a kind of activity.join: to be a member of sth.play a role in = play a part in4. as well as=ande.g. On Sundays, his landlady provided dinner as well as breakfast.Note: If the phrase joins two parts as the subject, the verb form should agree with the first subject.e.g. Your brother as well as you is very kind to me.5. It’s a great honor.honor[U] sing. reputation for greatness, good behavior, truthfulness, etce.g. He is fighting for the honor of his country.[C] sing. a person or thing that brings credit to sth. / sb.There are some other words like it: success, failure, shock, surprisee.g. He’s an honor of his family.Main ideaT: We have finished the passage. I will ask a student to sum up what we have learned. S: Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can also know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that the principal in 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.Writing skillsThis passage introduces the Olympic Games in a very interesting way. It adopts the dialogue between Pausanias who lived in 2000 years ago and a Chinese girl in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made well known to the readers. The questions in Warming up and Pre-reading are also served as the references to the passage. In all, this part is written with a clear clue to realize the aim of introducing the OlympicGames.Step VI DiscussionT: Discuss this question in groups: Why do many countries want to host the Olympic Games while others do not? Use the mind map below to help you. Then prepare for a class discussion. Put forward your ideas and give reasons for your choices.T: Why do many countries want to host the Olympic Games?S: Hosting the games has a major effect on the economy and brings international prestige to the country. Thousands and thousands of visitors come to the games and the host cities are permanently improved. By planting trees and creating parks, the city becomes more attractive for tourists.S: It helps to strengthen the spirit of patriotism and also can create more job opportunities and improve the quality of employment.S: The Olympic Games is the world's largest and highest level, and most widely influential sports event. The people of all countries enhance mutual understanding and friendship and safeguarding peace in the world event. Besides, the hosting of the Olympic Games is not only a country's comprehensive strength of the comprehensive test, but also to expand a country’ influence around the world, and at the same time promote their own development as a good opportunity.T: Well done! Why do many countries don’t want to host the Olympic Games?S: Preparing for the Olympics Games is a huge undertaking. Just like the athletes, the host city spends years getting ready for the event. Before deciding which city will host the Olympic Games, the International Olympic Committee (IOC) has to examine bids from all over the world. Bidding for the games begins about ten years in advance. Without preparing a very strong bid1, a city will not win the competition to host the games.S: Hosting the Olympic Games take so long time and so much money to prepare.Building the infrastructure costs huge amounts of money. Holding the World Cup in 2002 in Japan and South Korea, for example, meant that ten new stadiums had to be built, as well as many hotels and an improved transport system. In Beijing, after winning the bid, the government began major construction projects — theextension of the underground, the improvement of the airport and the building of new motorways. Each host city must also build an Olympic village for theathletes.S: Too many visitors may do harm to the environment of the city, in addition, the venues and buildings may be wasted after the Olympic Games.T: Well done! As every coin has two sides, hosting the Olympic Games has its advantages and disadvantages. For our powerful China, it is a good opportunity to host the Olympic Games which can benefit us a lot.Step VII HomeworkRemember the key sentences.Retell the passage according to the following passage.Preview Learning about Language.The Second Period Vocabulary and GrammarTeaching goals 教学目标1. Target language目标语言Learn the Grammar—the Future Passive Voice2. Ability goals 能力目标Learn the Future Passive Voice3. Learning ability goals 学能目标Enable the Ss to use The Future Passive Voice to express the idea...Teaching important points 教学重难点Enable the Ss how to use The Future Passive Voice.Teaching methods 教学方法Study independently, practice.Teaching procedures and ways 教学过程与方式Step I RevisionDictation:1) When and where will the next Olympic Games be held?2) I live in what you call “Ancient Greece” and I used to write about the Olympic Games more than 2,000 years ago.3) All countries can take part if they reach the standard to be admitted to the games.4) The next Olympic Games will be held in my hometown.5) It is just as much a competition among countries to host the Olympics as to win an Olympic medal.Check the retelling of the passage.S: The modern Olympic Games are the biggest sports meeting in the world. There are two kinds of Olympic Games. One is the Summer Olympic Games, and the other is the Winter Olympic Games. Both of them are held every four years. All countries can take part if their athletes reach the standard to be admitted to the games. Nowadays, women are not only allowed to join in but play a very important role. A special village is built for the competitors to live in, a stadium for competitions, a gymnasium as well as seats for those who watch the games. It’s a great honor to host the Olympic Games. It’s just as much a competition to host the Olympics as to win an Olympic medal. The olive wreath has been replaced by medals. But it’s still about being able to run faster, jump higher and throw further..T: You did a good job!Step II Words and expressionsT: Now please open your books and turn to Page 12. Le t’s learn Learning about language. First let’s come to Exercises 1 and 2.——Words and expressions. Check the answers with the whole class.And give the Ss three minutes to finish Exercise 3.T: Please complete the passage with the words below in their proper forms.After a few minutes, check the answers with the whole class.Step III Useful structuresShow the Ss the following sentences, and then change them into passive voice.T: Let’s look at several sentences first. Then finish Part 1 on P50.Show the slide.(1) I do my homework.My homework is done.(2) I have finished my homework.My homework has been finished.(3) I am doing my homework.My homework is being done.(4) I will do my homework.My homework will be done.T: The sentences on the slide show the structure of the passive voice.Please pay attention to its basic form: be + P.P. Now let’s come to Part 1 on Page 13. Read the sample first and then find two more examples from Pre-reading and Reading. You are given 3 minutes to do it.3 minutes later,S: When and where will the next Olympic Games be held?S: The 2008 Olympics will be held in Beijing.S: And after that the 2012 Olympics will be held in London.S: A new village for the athletes and all the stadiums will be built to the east of London.S: New medals will be designed of course.T: I am glad you have found so many examples of the future passive voice. Now let’s come to Part 2 on page 13, complete the rules below, using the words in brackets in the proper form.First let the Ss do them, and then check the answer.T: Let’s come to Part 3 on Page 13. In Exercise 3, you are asked to make a poster to advertise a sporting event. Every sentence should include some information about the sporting event or instructions people must follow. First analyze the poster.S: This poster includes the heading, the list of events and when they will happen and the list of instruction on what to do and not to do at the sports event.T: Good! Now according to the sample we have read, design your own poster about one of the important events in your school sports meeting. Don’t forget to use the passive voice in your poster.The sample poster can be:Football MatchesFootball matches will be held in Beijing StadiumFrom July 17 to August 6 at 7:30 each eveningTickets are sold a week before each matchFood and drinks won’t be allowed to take inT: Let’s come to Exercise 1, 2, 3 on Page 50. (Give them 7 minutes to finish Exercise 1 and 2.)If time is limited, Part 3 can be homework.Step IV Homework1. Finish Part 3 on Page 50.2. Remember the usage of the Future Passive Voice.3. Preview Using Language.The Third Period Integrating SkillsTeaching goals教学目标1. Target language 目标语言a. 重点词和词组glory, princess, prince, bargain, hopeless, amazed, foolish, promise, golden，change one’s mindb. 重点句子1. But she was not allowed to run and win glory for herself in the Olympic Games.2. She was so angry that she said to her father that she would not marry any man who could run faster than her.3. There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules.2. Ability goals 能力目标Enable the Ss to talk about the story of Atlanta.3. Learning ability goals 学能目标Enable the Ss to decide whether each of the statements is true to false.Teaching important points 教学重点Read quickly and get the general idea of the story of Atlanta.Teaching difficult point 教学难点Enable students to understand the content and finish the questions correctly. Teaching methods 教学方法Listening methodSkimming methodReading methodTask-based methodTeaching procedures and ways 教学过程与方式Step I RevisionCheck the homework Part 3 on Page 50.T: I have asked you to preview the passage on P14. Now I will check to see if you have done it.Ask several Ss to answer some questions about the passage.T: Who was Atlanta?S: Atlanta was a Greek princess.T: Yes! What was she good at?S: She was good at running.T: Good! Who did she want to marry?S: She wanted to marry a man who could run faster than her.T: You got it! Who was Hippomenes?S: He was a man who wanted to marry Atlanta.T: Yes! How could he win Atlanta?S: He asked for help from the Greek Goddess of Love. The Greek Goddess of Love gave him three golden apples to attract Atlanta’s attention and make her slow down.T: Well done!Step II ReadingListen to the tape to get the general idea.T: Please listen to the tape carefully to get the general idea.T: Who have got the main idea?S: The story is about a princess who races to marry the man that can run faster than her. In order to win the race, a man asks for help from the Goddess of Love.T: Very good. Let’s come to Exercise 1: True or False questions. Read the story quickly and finish True or False questions. Now, read the sentences first and read the passage to judge True or False.Check the answers in class.T: Read the story again carefully and then discuss in pairs: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? T: Can you guess the end of the race between Atlanta and Hippomenes?Who will win the race? Why do you think so?S1: In my opinion, Atlanta will win the race, because she could run faster than any man in Greek.T: Your guess is so reasonable and logical.S2: I think Hippomenes will win the race, because he asked the Greek Godness of Love for help.T: It sounds logical. Whose guess is the same with the writer? Let’s listen to the story, after that we will get the correct answer.Step III ListeningListen to the story for the first time, finish Exercise 1. on page 15.T: Please open your book, turn to page 15, and look at Exercise 1. Read these sentences before listening to the tape. After listening, number these sentences so they tell the story correctly. The first one is done for you. I’ll give you 2 minutes.(2 minutes later)Now, let’s start listening.Answer key for Exercise 1: The correct Order: 4-11-7-5-1-3-9-6-10-8-2(4) One man wanted to win and many Atlanta very much.(11) Atlanta married him and they lived happily.(7) When the race began Atlanta ran past him.(5) He asked the Goddess of Love for help.(1) Atlanta was a very beautiful princess.(3) Many men tried to compete with her, but failed and so were killed.(9) She stopped to pick them up.(6) She gave him three golden apples.(10) She ran too slowly and he won.(8) He threw the golden apples one after another.(2) She could run faster than any man.T: Listen to the tape again and write down the main idea in one sentence.T: Listen to the story for the third time; fill in the blanks on page 15.After that, let the girls act out Atlanta’s wor ds，let the boys act out Hippomenes’ words.Step IV SpeakingT: From the listening text, we can know that Atlanta’s hobby was running. What are your hobbies? How do you become good at them?Get the Ss carry out a survey of the interests in the class and write down the names of the Ss who have the same interests. Ask some groups to act their dialogue out. T: Now, let’s carry out a survey of the interests in the class and write down thenames of the classmates who have the same interests. Work in groups, andinterview at least 4 students about their hobbies and ask why they like it. You can carry out the task like this：Questions:1. What’s your favorite hobby?2. Why do you like it (love / enjoy / prefer /be interested in / be crazy about…)?3. What benefit does it do to you?4. What do you need for this hobby?5. What have you learned from the hobby?6. What difficulty might you have about it?After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.You can do your talk like this：Why do you like this sport / music / collection?When do you begin to like it?What’s enjoyable about the hobby?What have you learned from the hobby?Work in groups, and interview at least 4students about their hobbies and why they like it.Ask some groups to act their dialogue out.Step V WritingT: Make notes of your ideas and write a short passage entitled “My favorite sport.”Begin by explaining which sport you have chosen and why.Suggested writingSwimming is my favorite sport. I like it because it can bring me much fun.The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough .It’s a healthy sport and it can build up your body and character. If you are a beginner, you must be careful. You’d better not swim alone and bring life bu oy (救生圈) with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.T: Now it’s time for you to write your own passage. You can refer to the notes you have taken and the sample and the five references. I will give you 15 minutes.15 minutes later,T: Have you finished it? Now I will give you some time to exchange your passage to correct the mistakes.Two minutes later.Ask some Ss to read their passages and make a comment about their work.Step VI HomeworkFind the sentences which use the future passive voice from the passage.Read the listening material after class.The Fourth Period Listening and speakingTeaching goals 教学目标1. Target language 目标语言重点句子1. Some people suggest that the Chinese martial arts should be included in the Olympic Games.2. The last country I visit is the one with the host town for the Olympics.3. I am proud to be a bridge between the ancient and modern Olympics Games.4. The greatest honor is for the last athlete to carry me into the stadium.2. Ability goals 能力目标Listen to the origin of Marathon and some information about the passing of the torch.3. Learning ability goals 学能目标Help the Ss learn how to look through the questions before listening in order to make sure of important points in the Listening.Teaching important points教学重难点Know about to the origin of Marathon and the passing of the torch.Teaching methods教学方法Listening and cooperative learningTeaching procedures and ways教学过程与方式Step I RevisionCheck the homework.1. I will only be married to a man who can run faster than me.2. If he can’t run as fast as me, he will be killed.3. No one will be pardoned.4. Why will they let themselves be killed?5. Throw an apple in front of Atlanta when she is running past and she will be relaxed.Step II Listening 1 (48)T: Before listening, I will show you a material about marathon. Then we do the listening on P48.The marathon was not an event of the ancient Olympic Games. The marathon is amodern event that was first introduced in the Modern Olympic Games of 1896 in Athens, a race from Marathon northeast of Athens to the Olympic Stadium, a distance of 40 kilometers.The race commemorates the run of Phidippides, an ancient "day-runner" who carried the news of the Persian landing at Marathon of 490 B.C. to Sparta (a distance of 149 miles) in order to enlist help for the battle. According to the fifth century B.C. ancient Greek historian Herodotus, Phidippides delivered the news to the Spartans the next day.The distance of the modern marathon was standardized as 26 miles 385 yards or 42.195 km. in 1908 when the Olympic Games were held in London. The distance was the exact measurement between Windsor Castle, the start of the race, and the finish line inside White City Stadium.This part can be as homework if time is limited.T: Before listening to the story look at the pictures on page 48. Write underneath each picture what is happening. In what ways can messages be sent to people far away? S: There are three ways to send the message. The first one: smoke, the second: floating ball. The third one: birds.T: Can you think more ways to communicate with others without using technology? S: In China, we often use pigeons to send message.S: Some people use horses as a means of transport to send message.T: Yes, but to communicate with others by using technology is more safe and fast. T: Listen again and answer these questions in Part 3.Check the answers in class.T: In your opinion, why did the Marathon become an event in the modern Olympic Games? What is so special about Phidippides? You can have a discussion now. Give students enough time to discuss.Step III Listening 2 (p51)T: One of the features of the modern Olympic Games is the torch which is taken from Greece to the country where the Games are to be held. Do you know the journey of the Olympic torch? Where does it begin its journey? Where does the journey end?。
M2U2 导学案
Module 2 Unit 2 They have seen the Pyramid组名_________________ 学生姓名【学习目标】1.能准确读出并识记本文的关键单词：move, send, ancient, mix, miss, count, count down.2.能读懂课文，并模仿课文，利用现在完成时态写自己的旅游经历。
【课前自学】一、预习短文,先用波浪线 ,划出下列词组短语并写在下列横线上。
1.a 15-year-old boy___________2.work ...for..____________3.学会做______________4.have been to...___________5.此时此刻______________6.与......不同______________7.so far______________ 8.世界各地______________ 9.倒数_______________二、1.自读短文，用红笔在文中划出运用了现在完成时的句子（共六个）。
2.请观察思考：it has sent Peter to work in Germany......此句中,为什么用has 而没用have 来表达现在完成时？_____________________________________________3.请仔细观察书本活动1中的句子，他们是_______________时态的____________疑问句。
他们这几个句子的共同点是________________________.4.即时训练：根据要求改写句子1) My mother has finished his work.(改为否定句）My mother______ __________ his work .2.)I’ve ever been to Beijing.(改为一般疑问句）________ you ______ ______ to Beijing ?3.Jim finished his homework.(改为现在完成时）Jim _________ finished his homework .4.)He has been to Guangzhou twice.(就划线部分提问）________ ________ ________ has he been to Guangzhou ?【课中合作、交流与探究】I. Lead-in: 1. Have you ever been to Hangzhou ? _________________________Have you ever been to Beijing?_____________________________Have you ever been to Egypt ?______________________________Who are in Egypt now ?_________________________________2.Reading: 1.Fast-reading(快速阅读）:Match the sentences with the pargraphs. (将所给句子与段落搭配）Para.1 a)Why do the Robinsons live in Cairo ?Para.2 b)Who is Mike and Clare?Para.3 c)The Robinsons are moving back to the US .Para.4 d)Mike and Clare have learnt a lot of languages .Para.5 f)The Robinsons have been to many intersting places . 3.Careful reading: （精读）1.)读第一段填空: Mike and Clare are in Cairo in Egypt , one of the biggest and _____________ in Africa .(此处考察了短语____________________________________________)2.)读第二段回答问题。
五年级英语下学期Module2_unit2教学设计
School:新华街小学Name:秦姝
NSE Book 10 Module 1 Unit 2
Aims
Ⅰ:To be able to understand、say and use new words.
Ⅱ:To talk about the jobs.
Focus
Ⅰ:Difficult words and main sentences.
(2) Use “adj.”to say sth.
Listen carefully.
Ⅰ: Warming up/Revision
1、Good morning, children.
2、Turn on the tape.
3、Review the words of jobs we have learnt.let some students guess the jobs.
Ⅱ: Leading-in
1、Show the cards and teach new words.
2、Stick the picture on the blackboard. Turn on the tape.
3、Question on dialogue.
4、To help children to answer the questions.”Where did the girl’s grandma work? Where did her grand pa work? Where does her mother work? Where does father work?”
(Esp. difficult words)
2、Look and listen to the tape.
M8U2
Unit 2 I made a kite一．Teaching objectives:1. Words : study hard retired2. Sentences: Mr Li was a teacher. He taught Chinese.Chen Hai is an English teacher. He’s teaching Mr Li. 3. Grammar: Talk about the past and the present.二．Teaching properties: word cards Pictures tape三．Teaching procedures:一、Warming—up1. Greeting : Free talk2. Game: “What did he do?”二、New teaching1. Lead---inTeacher has a student stand in the front of the class.T: Ten years ago ,I was a student .Now, I am a teachet. Ok, let’s come to the text.2. Important words and sentences①Listen and underline the new words.Teacher uses all kinds of methods to guide.②Show some pictures and let Ss describe them.③Listen and repeat3. Practice in pairsShow a picture of sports player .Have Ss say out the differentces between the pictures.(use the important sentences) Show three pictures and have Ss compare.4. PronunciationHave Ss listen and repeat. Put these words on the Bb. Let them find the similar pronunciation. Follow the tape two times.5. Say a poemLook. Listen and follow the tape. Then say together with actions.三、SummaryHave Ss sumlesson. Teacher gives complement.四、HomeworkRead the text and make a kite.。
人教新目标英语八上Unit2Whatisthematter教案2
Unit 2 What’s the matter?Part 1: Teaching designTeaching aims and demands:1. Knowledge Objects. Body names. Illness.What’s the matt er?I have a cold.2. Ability Objects. Listening skill. Recognizing skill. Discover method.3. Moral Objects. Exercise every day and keep healthy and strong. Teaching importance and difficult y:Talk about your health.Make suggestions.Teaching methods: Revision, Learning, Practice and Reading.Vocabulary：head, nose, eye, ear, tooth, neck, stomach, back, leg, arm, foot, Throat, thirsty, stressed out, cold, fever, headache,toothache, stomachache, sore throat, dentist, lie, rest,honey, water, illness, advice, should, shouldn’t。
Structures：have for talking about health problemsModal ：should/shouldn’tLearning strategies：Using what you know, Inferring contentPeriod 1 : 1a-2cStep 1 Greet the class .Show the new words on the screen.Read the new words to students and ask them to repeat.Talk about the Chinese meanings.We can use some picture to teach the new words about each part of body. Step 2 An activityPlay the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies. If the students can't follow, retell the words again.S tep 3 presentationTell the students that sometimes there is something wrong with their bodies, how to express. Make a background of hospital.Doctor: what’s matter with you?Ask the students to guess what to say, the teacher or students can make gestures.Teach students more words of illness. For example,Have a cold touch the head painfully.have a stomachachehave a toothacheHave a sore backhave a sore throatstep 4: 1blisten and look at the picture. Then number the names .when they listen to tape, give them some help if some of them can’t remember the words.Step 5: 2aNow open your books at Page 8. First read the eight items to students and ask them to repeat.toothache sore throat stomachache fever lie down and rest hot tea with honey see a dentist drink lots of wateruse pictures to teach the phrasesListen to the recording . ask them to pay attention to the first one has been done for you . The boy has a toothache and the advice is to see a dentist.Then check the answers on the blackboard.Step 6 2bFirst look at the four pictures. Each picture illustrates one of the conversation.Now we’ll listen to the conversations again. This time listen for the missing words. Write the missing words on the blank lines.(Play the recording one time only)Then check the answers.Step 7 2c PairworkFirst I’ll have two students read the dialogue in the box .A: What’s the matter?B: I have a toothache.A: Maybe you should see a dentist.B: That’s good idea.Now practice the conversation in Activity 2b. Take turns having the problems and giving advice.Ask students to work in pairs. After they practice a while, have several pairs of student present their conversations to the class.Step 8Grammar Focus(Show on the screen)I have a headache.He has a toothache.You should go to bed.He shouldn’t eat anything.She should see a dentist.shouldn’t = should notStep 9 SummaryThis class we’ve learnt some advice to people who have health problems. Who wants to be a doctor in future?OK.Serve the people heart and soul. Step 10Homework:Practice the conversations and review the Grammar Focus.Step11 Blackboard DesignUnit 2 What’s the matter?toothache lie down and restsore throat hot tea with honeystomachache see a dentistfever drink lots of waterTeacher:Now open your books and turn to page 7. Please look at the picture, I’ll ask a student to read the list of thirteen names of body parts. HomeworkWrite down the new words in your exercise book and read them for several times教学后记：Period 2 2a—2cTeaching procedures:Step 1: Leading in1, greeting and free talk. Duty report can put here, teacher should give some comment after the report.2, Check the homework.Step 2, revisionRevise the new words in period 1What’s the matter? I have a headache.Step 3 3aNow open your books at page 9.Now look at the conversation on the left. A: What’s the matter?B: I’m not feeling well. I have a 1 .A:When did it start?B: About 2 ago.A: Oh, that’s too bad. You should 3 .Step 4 3b PairworkNow let students look at the picture. Have students ask and answer what’s the matter with the people in the picture.Write the answer on the blackboard. For example,A:What’s the matter?B:He has a toothache. She has a sore throat.He has a sore back. She has a stomachache.Step 5 4 GroupworkFirst look at the dialogue on the left. Read it to the class.What’s the matter?Do you have a sore throat?No, I don’t.Do you have a sore throat?No, I don’t.Do you have a cold?Yes, I do.You should drink some hot tea.Step 6 An Optional ActivityWrite the names of several illness on the board. Then ask students to explain in simple English what advice their parents or grandparents give for each illness.Step 7 SummaryThis class we’v e learnt some advice and done some reading,writing and oral practice. I hope you can give your classmates of friends good suggestion when they need your help.Step 8 HomeworkFinish off the exercises of workbook.Blackboard designUnit 2 What’s th e matter?What’s the ma tter?He has a toothache. … a sore back.…a sore throat.…a stomachache.教学后记：Period 3 Section B 1a—2cTeaching procedures:Step 1Greet the class as usual and check the homework..Make conversations :For examples: what’s the matter?I have a headache (with the help of pictures)what should I do if I have a headache?Ask the students to make advice with should.Use an example to make a discussion about how to keep healthy:A: we should eat more fruit , B: we should exercise more.Step 2 Section B 1aNow open your books at page 10. Fir st I’ll read th e words to you. Tired Hungry Thirsty Stressed out Teach the uses of the phrases.Step 3 1bNow read the four sentences after me.Eat an apple.Drink some water.Listen to music.Step 4 2aFirst let students look at the chart. Then tell students they’ll listen to the recording.There are four conversations. After listening to the tape ,ask the students to write the problems in the blanks afte r each person’s name. Play the recording the first time. Students only listen. Then play the recording a second time.Step 5 2bAsk one or two to write their answers on the blackboard. Then correct the answers with the whole class.Gina: should go to bed early Sho uldn’t go to the party tonight Tony: should listen to music Shouldn’t studyAlan: should eat an apple Shouldn’t play soccer before dinner ask the students to make this job.Step 6 2c PairworkAsk two students to read the conversation in speech bubble.What’s the matter with Gina? She’s tired.Well, she should go to bed early. She shouldn’t go to the p arty. Step 7 HomeworkAfter class you can talk to an expert about a particular problem. For exaple, what should I do when I have problems with my little brother? What can we do if we meet emergency. Write down the steps in their exercise books.Step 8 Blackboard DesignUnit 2 What’s the matter section bGina: should do …Shouldn’t do …Tony: …Julie: …Alan: …教学后记：Period 4 3a—4I. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading material.Group work.2. Ability ObjectsReading skill.Writhing skill.Communicative competence.3. Moral ObjectGreat Chinese culture.II. Teaching Importance and DifficultyKey vocabulary.Reading practice.Writing exercise.Groupwork.III. Teaching MethodsReading and writing methods.Groupwork.Communicative approach.IV. Teaching AidsA projector.Teaching Procedures:Step 11,Greet the class as usual and check the homework.2, check their duty report.Step2 New wordsteach the new words in the text beforehand, use pictures.Show a picture on the blackboard. Explain yin and yang in Chinese. Step 3 3aRead the article to the class.Now let stu dents read the article and underline each thing they should do.Step 4 3bRead the paragraph to the class, saying blank each time when come to a blank line. Are you tired?Everyone gets tired sometimes. When you’re tired, you shouldn’t 1 . You should 2 for a few nights and you should 3 to stay healthy. You should also eat 4 and other healthy foods. You shouldn’t 5 when you a re tired.Step 5 3cFirst read the instructions. And then ask students to say some things to do when they have a cold.Then ask some students to read their paragraphs to the class.Step 6 GroupworkAsk students to write the names on the blackboard. Then let them raise their hands voting for Dr. Know.Step 7 HomeworkNow, Homework. Write down the sentences about when you’r e tired in your exercise book.Blackboard DesignUnit 2 What’s the matterStudents’ namesBest adviceis Dr. Know.教学后记：period 5I. Teaching Aims and Demands1. Knowledge ObjectsVocabulary in this unit.Writing practice.Just for Fun.2. Ability ObjectsReading skill.Writhing skill.Communicative competence.3. Moral ObjectGive your help to who needs one.II. Teaching Importance and DifficultyVocabulary in this unit.Writing practice.III. Teaching MethodsReading and writing methods.Self check method.IV. Teaching AidsA projector.Teaching ProceduresStep 1Greet the class as usual and check the homework.Step 2Show the new words on the blackboard.Step 3Self Check 1First ask students to fill in the blanks with the word given. Then check the answers.Then ask students to make their own sentences with the words.Step 4 2This is a letter from Sally. First I’ll read the letter to you.This activity provides writing individually. Then ask some of them to read their advice to the class.Step 5 Just for Fun!Ask the students to repeat.T: What’s the matter with the snowman, do you know?S: He’s stressed out.T: Why is he stressed out? Well, bec ause of the sun. He’s melting. T: Can the boy help him? What does he do?S: Yes. He puts him into the fridge.T: OH, great! You ‘re quite right. Is the snowman stressed o ut now? S: No, he isn’t.Step 6 SummaryThis class we’ve reviewed key vocabulary in this unit. And we’ve read a letter from Sally and written back to give her some advice. Also we’ve read the problem of the snowman. I hope other all of you can help other people who need your help.Step 7 HomeworkFinish off the workbook exercises.Blackboard DesignUnit 2 What’s the matter?Sally’s Problem Advicesnowman sun meltfridge save教学后记：。
3A M2U2 教案 4th
学校
嘉华小学
年级
三年级
班级
（1）
人数
34
学科
英语
课题
M2Unit2
教时
4th
执教
严瑞倩
日期
一、教学目标：
1.Knowledge objectives:
ing formulaic expressions to greet people
b.Identifying the practising the pronunciation of the letter ‘i’in words such as kite and bicycle.
S1: I’m fine, thank you.
Work in pairs.
ቤተ መጻሕፍቲ ባይዱShow a picture.
T: He’s my …
He is…
She’s my …
She is …
1.bicycle-/ai/kite-/ai/
Show the symbol phonetics
Take some examples of this pronunciation.
Method
Purpose
Resource
Pre-task preparation
1. Sing a song
2.Daily talk
Sing it together.“My family”
T: How are you?
How many people in your family?
Who are they?
板书设计
He’s my …
He is…
She’s my …
3B M2U2 第3课时教案
学校
华漕小学
年级
三年级
班级
（1）（2）
人数
33、33学科Fra bibliotek英语课题
M2Unit2
教时
3rd
执教
严瑞倩
日期
3/21
一、教学目标：
1.Knowledge objectives:
a.说出、辨认、识别单词: together, fun, walk, super等.
b.说出、辨认、识别句型: What do/don’t you like?及其回答
I’m sorry. Are you OK? That’s all right.
c.重复并表演故事，培养学生的表演能力和运用英语进行交际的能力。
2. Ability objectives:
通过看、听、说等师生、生生交互活动，在模仿—操练—巩固中，让学生熟练地运用所学句型及单词进行交际性的操练,达到学以致用的目的。
PPT
While-task procedure
1. Listen to the tape
2. Talk about the pictures
3. Role-play
4. Fill in the blanks
1) Listen to the tape for ‘Say and act’ on page 20.
Warming-up
1. Daily talk
What do you like? What don’t you like? Why?
2. Talk about some toys
Show some toys and talk about them.
通过对前面所学内容的复习，让学生逐渐进入今天的学习状。
高中英语： Unit M2参赛说课稿人教版必修2
参赛说课稿M2 UThe lesson I’m teaching today is from unit 2 Book 2 The Olympic Games. This is the second period, reading comprehension “ An interview”. The students I’m teaching are from senior 1 who have great passion for English and ability of using English in class. They have learnt the new words and phrases in the first period. In this lesson, I will adapt situational , communicative , cooperative and task-based approaches .Here are the major teaching tasks and aims :1.To help Ss learn some useful words, phrases and sentencesabout Olympics so that they can use them in their daily life in a proper way and to have a touch of a grammar item-the future passive voice, which is the language focus and difficult point of this period..2.To develop Ss’ reading , listening and note-taking andspeaking skills with activities about Olympics, help Ss find the differences and similarities of the ancient and modern Olympics, which is the important point of this period, and help Ss to understand the structure of an interview in order to conduct an interview in a proper way.This is the ability goal of this lesson.3.To encourage Ss to love sports, to understand the Olympicspirit “Swifter, Higher and Stronger”and use it to guide their life and study. This is also the moral lesson of this unit.To fulfill the teaching tasks, I will carry out competitions through the whole class using a computer and a projector. The teaching procedures are as followsStep 1. Leading inI will begin the lesson by playing the theme song of Beijing Olympics “You and me”and ask Ss to talk about their feeling after they hear this song. This is to lead in the topic of Olympics and arouse their interest of this lesson.Step 2. Warming upAt the beginning of the new lesson , the class will be divided into four groups. Then we will begin a a quiz about Olympics .The purpose of this step is to check Ss’knowledge about Olympics and prepare them for the study of the new lesson.(1)How many gold medals did our country win in BeijingOlympics?(2)Who was the first gold medal winner in Beijing Olympicsand for what event?(3)What are the official mascots for Beijing Olympics?(4)What is the slogan of Beijing Olympics?(5)Where will the 2012 Olympics be held?(6)What do the five rings on the Olympic flag stands for?(7)What are the three words that show the spirit of the OlympicGames?(8)Where did the ancient Olympic Games start?Step 3. Speaking and anticipatingI will show pictures of some famous athletes of our country and ask Ss to talk about their favourite sports and athletes, then provide Ss with some pictures about the ancient Olympics and ask them to predict the differences between the ancient and modern Olympics. This step is to improve Ss’ speaking skill and make them clear about what they are going to learn in this period.Step 4. Listening and note-takingSs will listen to the recording of the interview twice and meanwhile they should take notes, which is a very important skill that should be emphasized .In this step, Ss listen for and acquire information. After the first time of listening, Ss are supposed to answer some information questions, such as what is the interview about; after listening twice, Ssare expected to have taken down notes about some essential aspects of the interview. And finally, with the help of the notes, students should be able to retell the interview with their own words. The purpose of this step is to give the students some language input, develop their note-taking skill, and give them a chance to reproduce the language input. Step 5. Reading and practisingSs will open their books and read the dialogue in order to fulfill 3 tasks: the first one is to complete a short passage with words and phrases from the interview; the second one is to find out the differences and similarities of the ancient and modern Olympics. Ss are required to work in groups of four to shout out their answers as quickly as possible in this task and they will get one point for each correct answer. The third one is to find out how Li Yan talks about the rules for the Olympics . Step by step, students discover and use language under the teacher’s guidance. I design one activity for this purpose. In demonstrating the usage of the future passive voice “will be done”, I provide them with a situation where they can make a poster with quite a few rules for London Olympics. This step is to improve Ss’reading skill, broaden their knowledge about the ancient and modern Olympics, andhelp them to understand how to make rules with the help of the future passive voice.Rules for the Olympic Games1.Nobody _____________(allow) to enter the stadium withouta ticket.2.Children ___________ (not allow) to make a noise and upsetthe competitors. If they do, they ___________ (take away) from the stadium.3.No animals _____________ (allow) in the stadium.4.Cheating by athletes ________________ (not excuse). They___________ (tell) to leave and ___________ (punish)5.No smoking ______________(allow). If you are discovered,you ___________(fine).Step 6. Consolidation and applicationThis is a kind of brainstorming. Ss will discuss in pairs to understand the structure of an interview and then hold an interview in class. Ask one student to act as a reporter, the other acts as an athlete who has just won a gold medal inBeijing Olympics . Some useful sentences will be provided to help Ss to hold the interview. I will give Ss 3 minutes to prepare and then invite several pairs to do their interview in front of the class. After the interview, then comes a whisper game. I will give one piece of paper to the first student of each group, on the paper there is a sentence, which is one aspect of the main idea of the interview, ask Ss to whisper the sentence to the student behind him. When the last student of each group hears the sentence, they must go to the front as quickly as possible to write down the sentence on the board. Then we will correct the sentences together to see which group is the quickest and makes the fewest mistakes. After correcting all these sentences, Ss will realize these sentences cover the content of the interview, but the order is not right. So they have to put them into a right order and rearrange these sentences into a logical 5-sentence passage with some conjunctions, such as and, but , because, and so on, which is quite similar to basic writing in the exam. In this game, Ss must speak clearly, listen carefully and write correctly. So the purpose of this step is to give every student a chance to speak English in class, improve their listening and speaking skills with some fun.(They may use the following sentences to hold an interview.)(1) How did you feel when you knew you got the gold medal ?(2) When did you first take part in the Olympics?(3) How many gold medals have you got?(4) Will you continue to join in the 2012 London Olympics?(5)What do you usually do in your free time?…Step7 . AssessmentI will design a chart to ask Ss to sum up what they have learned and what difficulties they still have in this lesson. In this step, Ss are required to assess not only themselves but also others, and we should also conclude which group is the winner of this period and give them a prize.Step 8 AssignmentJust now I began my lesson with Beijing Olympics, so I want to end my lesson with it again. Ask Ss to write a composition “What impressed me most in Beijing Olympics”, they can surf the internet to find more information to help them. In thisway, Ss will better understand Beijing Olympics and they will be proud of our country. This is the moral lesson out of class. That’s all for my presentation, thank you.。
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SCIENTIFIC RESEARCH METHODOLOGIES AND TECHNIQUES Unit 2: SCIENTIFIC METHODLuis M. Camarinha-Matos cam@uninova.ptPhD PROGRAM IN ELECTRICAL AND COMPUTER ENGINEERING © L. M. Camarinha-Matos, 2009-201211. BASE TERMINOLOGY© L. M. Camarinha-Matos, 2009-20122TermsMethodology - the study of the methods involved in some field, endeavor, or in problem solving Method - a (systematic ?) codified series of steps taken to complete a certain task or to reach a certain objectiveMethodology is defined as: "the analysis of the principles of methods, rules, and postulates employed by a discipline"; "the systematic study of methods that are, can be, or have been applied within a discipline"; or "a particular procedure or set of procedures."• a collection of theories, concepts or ideas • comparative study of different approaches • critique of the individual methodsMethodology refers to more than a simple set of methods; it refers to the rationale and the philosophical assumptions that underlie a particular study.In recent years methodology has been increasingly used as a pretentious substitute for method in scientific and technical contexts[Wikipedia]3© L. M. Camarinha-Matos, 2009-2012Nature of the scientific methodThe “scientific method” attempts to minimize the influence of the researchers' bias on the outcome of an experiment.The researcher may have a preference for one outcome or another, and it is important that this preference not bias the results or their interpretation. Sometimes "common sense" and "logic" tempt us into believing that no test is needed. Another common mistake is to ignore or rule out data which do not support the hypothesis./phy_labs/appendixe/appendixe.htmlBut there is no single, universal formal “scientific method”. There are several variants and each researcher needs to tune the process to the nature of the problem and his / her working methods.© L. M. Camarinha-Matos, 2009-201242. OVERVIEW OF RESEARCH METHODS© L. M. Camarinha-Matos, 2009-20125Classical phases1 2 3 4 5 6 7© L. M. Camarinha-Matos, 2009-2012• Research question / Problem • Background / Observation • Formulate hypothesis • Design experiment • Test hypothesis / Collect data • Interpret / Analyze results • Publish findings6Classical phases ...1 2 3 4 5 6 7• Research question / Problem • Background / Observation • Formulate hypothesis • Design experiment • Test hypothesis / Collect data • Interpret / Analyze results • Publish findingsWhat are you interested in? What do you have to know about it? Make observations & gather background information about the problem. An educated guess … It shall be possible to measure / test it. It should help answer the original question. How will you test your hypothesis? What tests will answer your question? Test your hypothesis by executing your experiments. Collect data from them. What do your results tell you? Do they prove or disprove the hypothesis? ... It is OK to be wrong. Write papers for conferences & journals. Write dissertation.© L. M. Camarinha-Matos, 2009-20127Other variants1. Define the question 2. Gather information and resources (observe) 3. Form hypothesis 4. Perform experiment and collect data 5. Analyze data 6. Interpret data and draw conclusions that serve as a starting point for new hypothesis 7. Publish results 8. Retest (frequently done by other scientists)[Wikipedia] /mentoring/project_scientific_method.shtml © L. M. Camarinha-Matos, 2009-20128Other variants© L. M. Camarinha-Matos, 2009-2012/science-fair-information/01-the-scientific-method.htm9Other variants1. 2.3. 4. 5. 6. 7.Observe an event. Develop a model (or hypothesis) which makes a prediction. Test the prediction. Observe the result. Revise the hypothesis. Repeat as needed. A successful hypothesis becomes a Scientific Theory.[Nordgren, 2004]Ask Fred To Act Dramatically Cool • • • • • • A- ask F- form a hypothesis T- test hypothesis A- analyze the results D- draw conclusions C- community/index_files/Powerpoint% 20for%20website/Science%20PP/scientificmethod.ppt© L. M. Camarinha-Matos, 2009-201210Other variantsIdeaThe Scientific Method Made EasyLiterature reviewProblem and hypothesesExperiments/ analysisSystem (prototype)/watch?v=zcavPAFiG14Theory/paper (new knowledge)[Mämmelä, 2006]© L. M. Camarinha-Matos, 2009-2012In practice !© L. M. Camarinha-Matos, 2009-201212Errors of experts who did not follow the Scientific Method"Computers in the future may weigh no more than 1.5 tons."Popular Mechanics, forecasting the relentless march of science, 1949"I think there is a world market for maybe five computers."Thomas Watson, chairman of IBM, 1943"Airplanes are interesting toys but of no military value."Marechal Ferdinand Foch, Professor of Strategy, Ecole Superieure de Guerre."Louis Pasteur's theory of germs is ridiculous fiction".Pierre Pachet, Professor of Physiology at Toulouse, 1872"Heavier-than-air flying machines are impossible.“Lord Kelvin, president, Royal Society, 1895.© L. M. Camarinha-Matos, 2009-2012133. STEPS OF THE SCIENTIFIC METHOD© L. M. Camarinha-Matos, 2009-201214Step 1: Formulate Research question / ProblemThe most important step in research ! Often comes from the thought: “What we have now is not quite right/good enough – we can do better ...” The research question defines the “area of interest” but it is not a declarative statement like a hypothesis.The central research question may be complemented by a few secondary questions to narrow the focus.Research question must be capable of being confirmed or refuted. The study must be feasible.© L. M. Camarinha-Matos, 2009-201215Research question / Problem - ExamplesEXAMPLE (1 single question)“Which methods and tools should be developed to make current manufacturing control / supervision systems reusable and swiftly modifiable?”EXAMPLE (multiple questions)“Q1: What are the main components of logistics costs that determine the logistics and transport network design? Q2: To what extent are the existing network design and evaluation models sufficient and how can collaboration be incorporated in the network design methodology? Q3: How can economies of scale and scope, present in the newtork, be taken into account in the network design? Q4: Is it possible to set boundaries to the development path of the network, and search for a feasible path instead of searching solely for a feasible solution? “© L. M. Camarinha-Matos, 2009-2012Research question / Problem - ExamplesEXAMPLES WITH SOME PROBLEMS:“The main objective of this work is to contribute to the development of elements of a formal theory for manufacturing systems in order to allow the establishment of a formal methodology for the design and analysis of manufacturing systems”“The main research questions which have guided this research work are: Q1: Which are the main characteristics of a collaborative network and of a collaborative networked environment? Q2: How can be assessed the performance of a CN? Q3: Which are the most relevant conceptual frameworks, architectures, reference models, independent and industryspecific initiatives, ICT platforms and their underlying technologies, targeting interoperability in a collaborative networked environment? Q4: Which are the main requirements for interoperability in a networked environment? Q5: How can seamless interoperability be achieved? Q6: Which are the main differences and similarities between existing conceptual frameworks? Q7: How can conceptual frameworks be compared, and which are the criteria to support such an analysis and evaluation? Q8: Do the conceptual frameworks and the technological solutions compete or complement each other? Q9: Which is the path to be followed to allow heterogeneous and geographically distributed organizations to naturally inter-operate?It states the “idea” ... but is not formulated as a research question ... and sounds vague.Too many, no hierarchy, some redundancy.© L. M. Camarinha-Matos, 2009-2012Step 2: Background / ObservationHigh reliability, low newnessHow has the work been done previously? What similar work has been leading up to this point? Study state of the art (literature review, projects, informal discussions, etc). Optional realization of preliminary experiments. What distinguishes previous work from what you want to do? Who / What will be impacted by this research?Encyclopedias Monographs Textbooks Review papers Tutorial papersreviewsOriginal journal papersOther original papers - conferences - symposia - workshopsReportsYou may iterate between Step 2 and Step 1!© L. M. Camarinha-Matos, 2009-2012Low reliability, high newness[Mämmelä, 2006]18Step 3: Formulate hypothesisA scientific hypothesis states the ‘predicted’ (educated guess) relationship amongst variables. Serve to bring clarity, specificity and focus to a research problem... But are not essential ... You can conduct valid research without constructing a hypothesis ... On the other hand you can construct as many hypothesis as appropriateStated in declarative form. Brief and up to the point. A possible format (formalized): “If ...... then .... (because ....) “In the case of a PhD dissertation, one hypothesis after tested becomes a thesis being defended. One dissertation may include more than one thesis. Sometimes people refer to the dissertation as the “thesis”.© L. M. Camarinha-Matos, 2009-201219Characteristics of a hypothesisShould be simple, specific and conceptually clear. ... ambiguity would make verification almost impossible. Should be capable of verification.... i.e. There are methods and techniques for data collection and analysis.Should be related to the existing body of knowledge.... i.e. Able to add to the existing knowledge.Should be operationalisable... i.e. Expressed in terms that can be measured.© L. M. Camarinha-Matos, 2009-201220Hypothesis example“Shop floor control / supervision reengineering agility can be achieved if manufacturing systems are abstracted as compositions of modularized manufacturing components that can be reused whever necessary, and, whose interactions are specified using configuration rather than reprogramming.”Often PhD dissertations fail to make explicit their hypothesis / thesis. Sometimes the reader can hardly “find” them implicit in a section of “contributions” of the dissertation.© L. M. Camarinha-Matos, 2009-2012Hypothesis – independent & dependent variablesThe hypothesis shall contain two types of variables: Independent Variable(s) and Dependent Variable(s)Independent Variable - the one the researcher controls. It is what you, the researcher, change to cause a certain effect. Dependent Variable - the one you measure or observe. It’s the effect of the researcher’s change.“If skin cancer is related to ultraviolet light, then people with a high exposure to UV light will have a higher frequency of skin cancer.”“If temperature affects leaf color change, then exposing the plant to low temperatures will result in changes in leaf color.”© L. M. Camarinha-Matos, 2009-201222Step 4: Design experimentIncludes planning in detail all the steps of the experimental phase. In engineering research it often includes the design of a prototype / system architecture. Identify the variables that will be manipulated and measured – the research outcomes must be measurable. In other words: What needs to be controlled in order to get an umbiased answer to the research question. Therefore: it is necessary to not only design a prototype / system but also the thesis validation method ! How to validate the thesis? The plan should allow others to repeat it. It should be feasible...! Plan intermmediate milestones. If you fail to plan, you planned to fail !© L. M. Camarinha-Matos, 2009-201223“All sciences are vain and full of errors that are not born of experience, Mother of all certainty, and that are not tested by experience….”Leonardo da VinciStep 5: Test hypothesis / Collect dataDoing it ! Implementation of methods (e.g. prototyping) and auxiliary tools (e.g. simulation) Pilot testing and refinement. Field vs. Laboratory work. Any ethical considerations ? Confirm results by retesting !© L. M. Camarinha-Matos, 2009-201224Test hypothesis – perform experiments© L. M. Camarinha-Matos, 2009-2012Step 6: Interpret / Analyze resultsWhat did your experiment show? Qualitative data analysis. Quantitative data analysis. Descriptive and inferential statistics, clustering, ... What might weaken your confidence in the results (critical spirit)? Discussion regarding Literature Research objectives Research questions. Consider next steps Recommendations for further research.© L. M. Camarinha-Matos, 2009-201226Interpret / Analyze resultsYoung or old lady?Consider multiple perspectives !HINT: Use the girls face as the old woman's nose.© L. M. Camarinha-Matos, 2009-201227Step 7: Publish findingsA research result is not a contribution to the field if no one knows about it or can use it ! Write scientific papers, make presentations Intermediate results Conferences Collect feedback Consolidated results Journals Be careful in selecting where you publish !“Publish or perish !”Reviewed? Indexed? Science Citation Index? Web of Science? Sponsors? IEEE? IFIP? IFAC?Write dissertation© L. M. Camarinha-Matos, 2009-201228Attributes of a good thesisIt should be contestable, proposing an arguable point with which people could reasonably disagree. A strong thesis is provocative; it takes a stand and justifies the discussion you will present. It is specific and focused. A strong thesis proves a point without discussing “everything about …” Instead of music, think "American jazz in the 1930s" and your argument about it. It clearly asserts your own conclusion based on evidence. Note: Be flexible. The evidence may lead you to a conclusion you didn't think you'd reach. It is perfectly OK to change your thesis! It provides the reader with a map to guide him/her through your work. It anticipates and refutes the counter-arguments It avoids vague language (like "it seems"). It avoids the first person. ("I believe," "In my opinion") It should pass the “So what? or Who cares?” test (Would your most honest friend ask why he should care or respond with "but everyone knows that"?) For instance, "people should avoid driving under the influence of alcohol“, would be unlikely to evoke any opposition./shs/library/thesis.html © L. M. Camarinha-Matos, 2009-201229Is it a good thesis ?How do you know if you've got a solid tentative thesis? Try these five tests: Does the thesis inspire a reasonable reader to ask, "How?" or Why?“ Would a reasonable reader NOT respond with "Duh!" or "So what?" or "Gee, no kidding!" or "Who cares?“ Does the thesis avoid general phrasing and/or sweeping words such as "all" or "none" or "every"? Does the thesis lead the reader toward the topic sentences (the subtopics needed to prove the thesis)? Can the thesis be adequately developed in the required length of the paper or dissertation?/shs/library/thesis.htmlMORE:Can you “prove” it ?30© L. M. Camarinha-Matos, 2009-2012Proof of concept“Proof-of-Concept Prototype is a term that (I believe) I coined in 1984. It was used to designate a circuit constructed along lines similar to an engineering prototype, but one in which the intent was only to demonstrate the feasibility of a new circuit and/or a fabrication technique, and was not intended to be an early version of a production design. “ [Carsten, 1989]/wiki/Proof_of_conceptProof of concept is a short and/or incomplete realization of a certain method or idea(s) to demonstrate its feasibility, or a demonstration in principle, whose purpose is to verify that some concept or theory is probably capable of exploitation in a useful manner. A related (somewhat synonymous) term is "proof of principle". [Wikipedia] In applied research a company presented with a project or proposal will often undertake internal research initially, to prove that the core ideas are workable and feasible, before going further. This use of proof of concept helps establish viability, technical issues, and overall direction, as well as providing feedback for budgeting and other forms of commercial discussion and control.To some extent this applies to the prototyping work done in engineering PhD thesis work.© L. M. Camarinha-Matos, 2009-201231Presentation languagesIs it necessary to include many formulas and equations? Is it not “scientific” if not full of mathematics?There are different “languages” used in different disciplines.E.g. Mathematical formulas, Logical formulas / Set theory formalism, Formal specification languages (e.g. Z, Petri Nets), charts, semi-formal diagrams (e.g. UML), etc.Rigor does not necessarily require formal languages.Do not include formulas just to impress the reader ! But be rigorous and systematic with what you write !!! Formal models are useful when the area is reaching a good maturity level and it is the time for knowledge consolidation. When planning your research --- and also after analyzing the common practices in your field --- you need to consider the “language” to use.© L. M. Camarinha-Matos, 2009-201232Role of simulationSimulation is an important tool in engineering and research. In some areas it can cope for unafordable costs with physical experiments It can also help when the performance of the experiment in the real world would take a long period of time (beyond the duration of the research project But be careful with its use: How well does the simulation model reflect the reality? You might be inferring conclusions based on “artificial worlds” ...© L. M. Camarinha-Matos, 2009-201233Experimental computer scienceExperimental computer science and engineering (ECSE) refers to the building of, or the experimentation with or on, nontrivial hardware or software systems [National Academy Press report, 1994] Is Computer Science really an Experimental Science? • Computer Science is “not a science, but a synthetic, an engineering discipline” [Brooks]:– Phenomena are manufactured – CS is a type of engineering – So experimentation is misplaced•But other Sciences:– Study manufactured entities, e.g., super-heavy elements, lasers – Make inferences about models, e.g. simulations[Gain, 2008]Without experiments, computer science is in danger of drying up and becoming an auxiliary discipline. [Tichy, 1998]© L. M. Camarinha-Matos, 2009-2012Research or invention of new terms?“The culture of computer science emphasizes novelty and selfcontainment, leading to a fragmentation where each research project strives to create its own unique world. This approach is quite distinct from experimentation as it is known in other sciences — i.e. based on observations, hypothesis testing, and reproducibility — that is based on a presupposed common world. But there are many cases in which such experimental procedures can lead to interesting research results even in computer science. “ [Feitelson, 2006]This situation quite frequently affects the “policies” of research funding agencies !© L. M. Camarinha-Matos, 2009-2012ECS - Fallacies• • •[Gain, 2008]Fallacy #1: Traditional scientific method isn’t applicable Fallacy #2: Current levels of experimentation are enough • • Subject of inquiry is information unlike traditional sciences which study matter or energy Example:– Object-oriented programming, is it genuinely better?In a study of CS papers requiring empirical backup, 40-50% had none Compared to <15% in non-CS papers The youth of CS as a discipline is not sufficient justification© L. M. Camarinha-Matos, 2009-2012ECS – Fallacies ...Fallacy #3: Experiments cost too much • Experiments can be expensive, but:– – – Often cheaper than the alternative The cost may be worthwhile for important questions (general relativity) Explore cheaper options (benchmarking)[Gain, 2008] Fallacy #4: Demonstration will suffice • • Demos allow proof of concept and illustrate potential But they cannot provide solid evidence© L. M. Camarinha-Matos, 2009-2012ECS – Fallacies ...Fallacy #5: There’s too much noise in the way • • Too many variables, effects swamped by noise Answers:– – Use benchmarks Apply statistical controls from medicine and psychology[Gain, 2008] Fallacy #6: Experimentation will slow progress • • • Research takes longer → fewer ideas Actually weeds out questionable ideas and their offshoots Still a place for the hypothesis paper© L. M. Camarinha-Matos, 2009-2012ECS – Fallacies ...Fallacy #7: Technology changes too fast • “The rate of change in computing is so great that by the time results are confirmed they may no longer be of any relevance” [Mudge] Look to fundamental long term problems rather[Gain, 2008] Fallacy #8: There are substitutes• •Theory– Can be contradicted in practice by incorrect simplifying assumptions Fails in the face of counterintuitive results E.g., productivity is NOT necessarily improved by typechecking Science must always be backed up by evidence E.g., claims about cold fusion•Intuition– –•Experts– –© L. M. Camarinha-Matos, 2009-2012ECS – Misconceptions[Denning, 1980]Misconception 1: It is not novel to repeat an experiment. Many proposals are rejected because a reviewer said: "That's already been done." Many others have never been submitted because the proposer feared such a response. In other areas (e.g. Physics, Chemistry, Biology, and Medicine) it is customary that different groups repeat an important experiment under slightly different conditions or with slightly different methods -- to see if it can be independently corroborated. Results are not accepted by the community unless they have been independently verified.A typical syndrome in ICT research in Europe !© L. M. Camarinha-Matos, 2009-2012ECS –Misconceptions ...[Denning, 1980] Misconception 2: Mathematics is the antithesis of experiment.“Theory versus practice"“Mathematicians versus practitioners.""Once a theorem is proved, there's no point in reproving it,""Once a thing is built, there's no point in theorizing about it."But the whole point of science is to discover which ideas are important.Experiments are essential:This is true even of mathematics:ECS –Misconceptions[Denning, 1980] Misconception 3: Tinkering is experimental science.(We use the word "hacking," rather than "tinkering," in our field.)Unless it seeks to support a hypothesis, tinkering is not science.It is not science to assemble parts to "see what happens."Undirected work wanders aimlessly, finding interesting results only by accident; it produces "researchers“ with spotty and erratic records.Directed work, systematic testing, and dogged scientific perseverance©L. M. Camarinha-Matos, 2009-20124. ENGINEERING RESEARCHScientist vs Engineer•A scientist sees a phenomenon and asks “why?” and proceeds to research the answer to the question.•An engineer sees a practical problem and wants to know “how” to solve it and “how” to implement that solution, or “how” to do it better if a solution exists.Research methods in engineeringResearch methods in engineering ... Research methods in engineering ...Validation...(Pedersen et al. 2000)(Macedo, 2010)©L. M. Camarinha-Matos, 2009-201249 Denning, P. J. (1980). What is experimental computer science? Communications of the ACM,Volume 23 , Issue 10 /citation.cfm?doid=359015.359016Feitelson, D.G. (2006). Experimental Computer Science: The Need for a Cultural Change.http://www.cs.huji.ac.il/~feit/papers/exp05.pdfGaing, J. (2004). Research Methods: Experimental Computer Science.http://people.cs.uct.ac.za/~jgain/lectures/Research%20Methods%202008/RM3.pptHall, C.M.; McMullen, S.; Hall , D.L. (2006). Cognitive Engineering Research Methodology: A Proposed Study of Visualization Analysis Techniques. In Visualising Network Information (pp. 10-1 –10-10). Meeting Proceedings RTO-MP-IST-063, Paper 10. Neuilly-sur-Seine, France.ftp://ftp.rta.nato.int/PubFullText/RTO/MP/RTO-MP-IST-063/MP-IST-063-10.pdf。